Abstract:
English as a Foreign Language (EFL) teachers not only teach English, but also have to make the
teaching-learning process as interesting as possible through motivation. In this regard, this study
aims at investigating the motivation strategies used by EFL teachers in English speaking lessons.
To better understand the effective motivational strategies, the way EFL teachers implement those
strategies and the frequency of motivational strategies used in the EFL lessons, study was done in
West Shoa zone, Goro Furto Secondary School during 2022 academic year. The populations of
the study were 800 students and 8 English teachers. Descriptive research design and stratified
sampling techniques were used to conduct the study. The sample size of the study was 267 students
and 8 English language teachers in the secondary school. Both quantitative and qualitative data
were generated to investigate motivational strategies used in the English language lessons. The
quantitative data had two questionnaires that were administered to students. The qualitative data
consisted of semi-structured, individual interviews which were employed with both teachers and
students. The results showed, EFL teachers and students believe that, the teacher’s dedication to
help students’ learning and progress, demonstrating strong interest in and commitment to teaching
English, the teacher’s willingness to develop a good relationship with the students, creating a
comfortable and supportive environment for learning and building students’ confidence by
providing regular encouragement were the best ways for teachers to increase students’ motivation
in the EFL classrooms. Additionally, creating a supportive and relaxing environment for learning,
increasing students’ involvement in task and making sure that the students understand the tasks
were found in motivating learners. As teachers concentrate on motivational strategies related to
these macro strategies, students will feel sense of engagement in class and more motivated to learn
English. In general, the study focused on macro-motivations in maintaining and protecting,
creating basic motivation and generating initial motivations, where little emphasis on encouraging
positive retrospective self-evaluation. Furthermore, the data could be compared to see if there is
a difference in the perceptions of students from one secondary school to the other
