The use of motivational strategies: Perspectives of Tunisian EFL teachers and students

Abstract Due to its colonial legacy, French is used as a second language in Tunisia and permeates daily conversations and education. English is used as a foreign language in Tunisia. Despite prolific studies on motivation in foreign language learning, limited attention has been paid to the effective use of motivational strategies (MotS) by English as a Foreign Language (EFL) teachers. This study examines the use of MotS by Tunisian university EFL teachers and explores their effectiveness from the perspective of their students. A mixed-method approach was followed to collect and analyse data. A questionnaire was administered to EFL teachers and students from 9 Tunisian universities, and classroom observations were conducted. Teachers’ answers were compared with their students’ as well as with the observation results. The findings show that students had significantly different perceptions regarding the reported use of MotS. Teachers reported using confidence-building strategies the most while students’ questionnaire responses seem to show that relevance-producing strategies were used more often. The results of the student questionnaire were confirmed during class observations. The present study aims to offer pedagogical insights into the application of MotS in EFL university settings.