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The key purpose of this study was to examine the impact of different motivational strategies on teaching English language at Government Girls High Schools of Lahore. In this study, the use of a mixed methods research design was made to accomplish the key objectives of the study. In the quantitative method, the data has been gathered through a survey questionnaire, adopted from the study of Pfahl, T (2017) after its approval from the said author. The qualitative data had been gathered from 10 English language teachers’ interviews teaching in the Government Girls High Schools of Lahore. The theoretical foundation of this study was based on four cycle theory proposed by Zoltan Dornyei in 2001. He bifurcated all the key motivational strategies into four key aspects that include ‘creating the basics motivational conditions, generating initial motivation, maintain and protecting motivation, and encouraging positive self-evaluation’. The qualitative data was analyzed with the help of the thematic analysis technique, whereas quantitative data was analyzed through different statistical techniques like descriptive statistics and frequency analysis. The overall findings of this study have confirmed the significant impact of motivational strategies on English language teaching at Government Girls High Schools of Lahore. Apart from this, the findings of this study also highlighted some of the top motivational strategies that are frequently used by teachers in the context of Government Girls High Schools of Lahore. One of the most frequently used motivational strategy by English language teachers was a restatement of conveying clear message and meaning to the receiver rather than worrying about peer pressure or wrong pronunciation.
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