Motivational Practices in English Language Teaching: Insights from Students and Teachers in Federal Government Educational Institutions

Abstract

This study attempts to explore the motivational practices of English language teachers at the Intermediate level at the Government Higher Secondary Schools and Colleges in Islamabad, recognizing that  motivation plays a crucial role as both an influential and instrumental factor in effective pedagogy. Data were collected through questionnaires administered to 400 students and 100 English language teachers, and 29 out of 30 non-participant observations were conducted. The response rates for teacher and student questionnaires were 90.25% (361 students), 79% (79 teachers), and 96.6% for non-participant observations (29). The data were analyzed using the chi-square test and Z-test for proportions. The results of the study show that there is a lack of motivation in teaching and learning processes at the Intermediate level in Model and FG Colleges in Islamabad. It is recommended that the teaching material and teaching practices be related to students’ interests. Various teaching strategies should be employed to avoid monotony and better address the diverse needs and learning styles of the students. Active participation should be encouraged, teaching aids should be provided, and language laboratories should be established to enhance the learning experiences.