An Investigation of the Students’ Perceptions of Motivating Teaching Strategies in English for Specific Purposes Classes


  • Lutfi A Mauludin Universitas Airlangga, Indonesia
  • Linda Riski Sefrina Singaperbangsa Karawang University, Indonesia
  • Triubaida Maya Ardianti Universitas Airlangga, Indonesia
  • Gatot Prasetyo University of Minnesota, United States of America
  • Sidarta Prassetyo Universitas Airlangga, Indonesia
  • Celya Intan Kharisma Putri Universitas Airlangga, Indonesia


Motivation, Teaching Strategies, ESP, Vocational Education, Language learning


While studies on motivational strategies abound in the English as a foreign language acquisition literature, few studies have investigated their role in English for Specific Purposes classes in vocational higher education settings. This study examines the students’ perception of motivational teaching strategies and the influence of social variables (age, gender) toward their perceptions. Students (n = 134) from a Faculty of Vocational Studies in a (country) Public University completed a questionnaire that reflected their perception of motivating teaching practices. The results show that students considered several teaching strategies that focus on assisting them master the skills in the practicum activity as the most motivating ones (providing clear instructions, assisting students in completing the tasks, providing constructive criticism and praise, building a positive relationship, and constantly encouraging students). Students’ age had no significant relation with their perceptions. Although most of the teaching practices were considered motivating for both male and female students, two particular strategies (leading by example by being focused and driven, managing a variety of activities) were considered more motivating for female students than for male students. Findings suggest that teachers should recognize the students’ individual needs for motivational strategies to assist them master the target language.


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How to Cite

An Investigation of the Students’ Perceptions of Motivating Teaching Strategies in English for Specific Purposes Classes. (2023). Journal of University Teaching and Learning Practice, 20(6).