THE INFLUENCE OF COMMUNICATIVE TEACHING STRATEGIES ON STUDENTS’ MOTIVATIONAL IN LEARNING ENGLISH AS A FOREIGN LANGUAGE
DOI:
https://doi.org/10.31851/c9gmxd47Keywords:
Communicative teaching strategies; EFL motivation; learner engagement; classroom interaction; qualitative study.Abstract
This study examines the impact of communicative teaching strategies on learners’ motivation in acquiring English as a foreign language. It seeks to analyze how interactive instructional practices such as role-play activities, group discussions, and game-based learning contribute to enhancing students’ engagement, classroom participation, self-confidence, and overall learning motivation. A qualitative research design was implemented, involving five private English learners with varying levels of proficiency and motivational backgrounds. Data were gathered through semi-structured interviews and classroom observations, and were analyzed thematically to identify recurring patterns related to learner motivation and classroom interaction. The findings indicate that communicative teaching strategies exert a positive effect on students’ motivational development, reflected in increased engagement, more active participation, improved self-confidence, enhanced speaking performance, and reduced language anxiety. Both intrinsic and extrinsic motivational dimensions were strengthened through meaningful communicative tasks, which encouraged learners to become more involved and enthusiastic in the learning process. These results suggest that interactive and student-centered classroom practices play a crucial role in fostering a supportive and motivating learning environment. The implications of this study are applicable to English language instruction, teacher professional development, curriculum design, and classroom management, particularly in efforts to create more dynamic and engaging learning settings. Furthermore, this research enriches the existing body of literature by offering detailed qualitative insights into learners’ lived experiences and small-group interaction dynamics, illustrating how specific communicative activities shape motivation, engagement, and participation in EFL learning contexts.
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