Motivational Strategies Used by Filipino English as a Foreign Language Teachers in Taiwanese Elementary

Abstract

This descriptive qualitative study explored the motivational strategies used by Filipino English as a Foreign Language (EFL) teachers in Taiwanese public elementary schools. Situated within Taiwan’s Bilingual 2030 policy context, the inquiry examined the strategies teachers used to engage young learners, the perceived effectiveness of these strategies, the challenges encountered in implementation, and an enhancement plan arising from the findings. Eight Filipino EFL teachers teaching Grades 1 through 6 participated through purposive sampling. Data were generated through semi structured interviews, transcribed verbatim, and analyzed through thematic coding and Braun and Clarke’s six phase thematic analysis. Four themes emerged: motivational strategies used in the classroom; perceived effectiveness and student responses; challenges in implementing motivational strategies; and enhancement practices and recommendations. Teachers reported using game based and interactive activities, reward systems and positive reinforcement, teacher affect and personal presence, technology and digital tools, cooperative learning, and differentiated strategies. They viewed engagement, participation, willingness to communicate, and sustained attention as indicators of effectiveness. Language barriers, classroom management, limited instructional time, and cultural differences constrained implementation. The study advances a six component enhancement plan that emphasizes professional development, shared resources, classroom management support, reflective monitoring, curriculum contextualization, and teacher well being. Findings underscore that motivational teaching is both an instructional practice and an institutionally supported, culturally responsive process.