TEACHERS’ STRATEGIES TO IMPROVE SECONDARY SCHOOL STUDENTS’ MOTIVATION TOWARD ENGLISH LANGUAGE LEARNING IN VIETNAM

Abstract

In foreign language learning, motivation has been regarded as a determinant of learners’
participation, perseverance, and achievement over a long period of time (Dörnyei, 2001). Accordingly,
this paper will analyze teaching strategies for enhancing English learning motivation for secondary
school students based on the Motivational Teaching Practice (MTP) framework of Dörnyei (2001).
By systematically synthesizing international and domestic research, four groups of strategies are put
forward: creating basic conditions, stimulating initial motivation, maintaining and protecting motivation,
and encouraging positive self-assessment.