The role of extrinsic motivation in the development of speaking skills in high school students

Enhancement of English Oral Production in Eighth-Grade Students by Implementing Cooperative Strategies

Affective strategies in fostering motivation and English language acquisition for students in at-risk contexts

The acquisition of English as a foreign language is influenced by cognitive, emotional, and contextual factors that shape learners’ participation and academic achievement. Among these factors, affective strategies have emerged as essential tools for reducing anxiety, strengthening motivation, and facilitating language learning, particularly in socially vulnerable environments. This study aimed to analyze the influence of affective strategies on students’ motivation and English language acquisition in an at-risk educational context in Guayaquil, Ecuador. A concurrent mixed-methods design was adopted, integrating qualitative and quantitative approaches. The study involved a sample of 46 students selected from a population of 327 learners enrolled in a public educational institution located in a high-risk area. Data were collected through classroom observations, student surveys, and a semi-structured interview with an English teacher. Quantitative data were analyzed using descriptive statistical procedures, while qualitative information was examined through thematic coding. Preliminary findings revealed that the implementation of affective strategies, including positive reinforcement, empathy, motivational support, and gamified activities, contributed to increased student participation, greater classroom engagement, and a reduction in emotional barriers associated with English learning. Survey results indicated that most students perceived English classes as more enjoyable and reported feeling encouraged to continue participating despite making mistakes. Likewise, observations showed improvements in classroom climate, motivation, and interaction. The findings support Krashen’s Affective Filter Hypothesis by suggesting that emotionally supportive learning environments facilitate language acquisition. The study concludes that affective strategies play a significant role in fostering motivation and promoting English language acquisition among students living in contexts of social vulnerability.

Psychological, pedagogical, and contextual determinants of oral english proficiency among Ecuadorian secondary efl students

English oral proficiency is one of the most complex competencies to cultivate in English as a Foreign Language (EFL) setting, particularly within educational systems that offer limited opportunities for genuine communication. Although numerous studies have identified foreign language anxiety, pedagogical practices, and language exposure as factors linked to oral performance, there is still insufficient evidence regarding the interplay of these determinants among secondary school students in Ecuador. The aim of this research was to examine the psychological, pedagogical, and contextual elements influencing the English oral proficiency of first-year high school students at the Alfonso Quiñónez George Educational Unit in Esmeraldas, Ecuador. A qualitative, descriptive approach was employed, utilizing semi-structured interviews, non-participant classroom observation, and focus groups as primary data collection techniques. The data underwent thematic analysis and methodological triangulation to strengthen the reliability of the findings. The results indicated that anxiety associated with using English is the primary obstacle to oral communication, while pedagogical practices focused on grammar instruction and limited exposure to the language outside the academic setting restrict opportunities for communicative interaction. Empirical evidence demonstrated that these elements operate interdependently, creating an environment that shapes the development of oral proficiency.

The Impact on the STAD Cooperative Learning Method on Speaking Ability among Young English Language Learners

This study investigates the implementation of the Student Teams Achievement Division (STAD) cooperative learning method and its influence on young English language learners’ speaking ability in a primary school context. The introduction outlines the persistent challenges faced by students in developing speaking proficiency, including low confidence, limited vocabulary, and teacher-centered instructional practices. Using a qualitative case study design featuring an ex post facto perspective, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis at SD Bali Kiddy. The results show that STAD fosters a supportive, interactive learning environment that significantly enhances students’ speaking confidence, fluency, vocabulary use, and pronunciation. Heterogeneous grouping enables peer scaffolding, allowing lower-ability learners to benefit from modeling and corrective feedback from their peers. The study also identifies students’ positive emotional responses, including reduced anxiety and increased willingness to participate in oral activities

Students’ Motivation, Language Practices, and Classroom Interaction in Nepali EFL Contexts

This article examines students’ motivation in English Language Learning (ELL) with a particular attention to how motivation affects learners’ engagement with language forms, functions, and classroom communication practices in English as Foreign Language (EFL) context of Nepal. Following an interpretivist, qualitative paradigm, data were gathered through focus group discussions with fifteen secondary students and semi-structured in-depth-interviews with five English teachers in selected schools within Kathmandu Valley. Thematic analysis reveals that student motivation is primarily shaped by teacher behaviour, classroom environment, pedagogical strategies, and the perceived relevance of English to future goals. Students report higher motivation through supportive teacher–student relationships, interactive activities, and literature-based tasks, while lecture-based instruction, punitive responses to errors, and limited engaging resources contribute to demotivation. Interactive and literature-based activities enhanced not only motivation but also meaningful language use and communicative participation. Although teachers demonstrate theoretical awareness of effective motivational strategies, they report structural constraints arising from large class sizes, heavy workloads, and a rigid, exam-oriented curriculum. The findings highlight a clear gap between theoretical understanding of motivation and its practical classroom application. The article concludes that improving motivation in ELT requires a dual approach combining student-centred pedagogical practices with institutional reforms to address systemic challenges.

The influence of fun learning on beginner-level s tudents’ motivation to learn English in non-formal education settings