# Teacher motivational practices and their perceived influence on L2 motivation in Libyan secondary EFL classrooms

## TL;DR

This study explores how Libyan EFL teachers' practices influence students' motivation, engagement, and confidence in learning English.

## Contribution

The study provides empirical evidence on teacher motivational practices in a rarely studied EFL context, Libya.

## Key findings

- Teacher feedback, classroom interaction, and autonomy support strongly predict reported learner motivation.
- Younger teachers use more innovative, student-centered approaches than experienced teachers.
- Cultural responsiveness and classroom management showed weaker and less reliable influence on motivation.

## Abstract

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.