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

Abstract

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.