ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
This article is part of the Research TopicEnhancing Learning through Cognitive and Social Inclusion Practices in EducationView all 34 articles
Teacher Motivational Practices and Their Perceived Influence on L2 Motivation in Libyan Secondary EFL Classrooms
Provisionally accepted
EMRE DEBRELİ*
HANA ABDULQADIR ALMABROUK ABDULQADIR- Cyprus International University, Nicosia, Cyprus
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Learner motivation is a critical factor in the success of foreign language learning. This study investigated the instructional practices employed by Libyan secondary school EFL teachers and their perceived influence on learners' motivation, engagement, and confidence. In this study, learner motivation, engagement, and confidence are operationalised exclusively through teachers' perceptions rather than direct learner self-reports. A quantitative survey design was adopted, drawing on responses from 250 teachers across five secondary schools. A researcher-developed Likert-scale questionnaire, validated through expert review and pilot testing, measured ten dimensions of instructional practice. Descriptive and inferential analyses, including t-tests, ANOVA, correlation, and regression, were conducted using SPSS. Results indicated that teacher feedback, classroom interaction, and autonomy support were the strongest predictors of teacher-reported learner motivation, while cultural responsiveness and classroom management were weaker and less reliable indicators. Younger teachers reported greater use of innovative, student-centered approaches than their more experienced counterparts. These findings align with Self-Determination Theory and Teacher Expectancy Theory, underscoring the importance of competence, relatedness, and autonomy in fostering motivation. The study contributes empirical evidence from a rarely studied context, offering implications for teacher professional development, curriculum policy, and future research on motivational practices in EFL classrooms.
Keywords: ELT, instructional strategies, L2 confidence, L2 engagement, Learner motivation, Libya, Secondary education, Teaching practices
Received: 08 Sep 2025; Accepted: 30 Jan 2026.
Copyright: © 2026 DEBRELİ and ABDULQADIR. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: EMRE DEBRELİ
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