Motivational Teaching Strategies in ESP Courses: EFL Teachers’ Perceptions and Reflections

Abstract

This study investigates the motivational strategies used by Vietnamese English as a Foreign Language (EFL) teachers in English for Specific Purposes (ESP) courses, employing a mixed-methods approach that includes both questionnaires and semi-structured interviews, based on the framework from Dörnyei and Csizer (1998). Quantitative data collected through questionnaires provided insights into the frequency and perceived effectiveness of various motivational practices, while qualitative data from interviews offered a deeper understanding of teachers’ perspectives and contextual factors shaping their approaches. The results reveal that teachers highly prioritize modeling motivational behaviors such as commitment and authenticity, giving clear instructions, and supporting students’ goal-setting processes. However, some motivational strategies, particularly those related to emotional sensitivity, creativity encouragement, cultural exposure, and fostering collaborative group dynamics, received comparatively lower emphasis. These findings suggest that while Vietnamese ESP teachers are aware of and apply many key motivational strategies, there remain areas for improvement to better engage students holistically. The study contributes to the existing literature by highlighting the specific challenges and strengths in motivation within the Vietnamese ESP context. Implications include the need for teacher training programs to focus more on emotional responsiveness, intercultural competence, and creative classroom practices. While the study provides valuable insights, it acknowledges certain limitations, namely, its reliance on self-reported data and the localized nature of the sample. To build on these findings, future research is encouraged to incorporate observational methods and include a more diverse participant base for broader generalizability.