Abstract

Teachers’ motivational practices are vital for enhancing students’ motivation to learn languages in the English as a Foreign Language (EFL) context. Over the past 20 years, research has focused on three crucial questions: 1) How do teachers recognize the importance of motivational strategies, and how frequently do they implement them? 2) What is the relationship between teachers' motivational practices and learners’ motivation in second language (L2) contexts? 3) How effective are teachers’ motivational interventions in driving changes in student motivation and elevating their EFL learning outcomes?

A comprehensive review of 19 studies clearly demonstrates the diverse methodologies employed by researchers. These methods encompass quantitative approaches, including questionnaire surveys, mixed methods that integrate questionnaires, classroom observation schemes, and interviews, as well as quasi-experimental designs. Data has been meticulously collected from various perspectives, involving teachers, learners, and researchers, utilizing both self-reported and observational data. A robust array of statistical analyses—such as descriptive statistics, correlation analysis, exploratory factor analysis, regression analysis, and mediation analysis—has been conducted to reveal the relationships and causal connections among the identified variables, offering powerful insights into the effectiveness of teachers’ motivational practices.

Given the rigorous methodologies and significant findings across these studies, this review not only outlines critical future research directions but also presents valuable pedagogical implications, highlighting the essential role that teachers play in motivating their students and significantly enhancing language learning outcomes.

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