A Review of Strategies for Increasing Motivation Among Teenage Language Learners in English Classes in Iranian Schools

Motivation is widely regarded as one of the most significant factors influencing success in learning English as a foreign language, particularly among adolescent learners. The present study reviews the major strategies used to increase motivation among teenage language learners in English classes in Iranian schools. Due to psychological, social, and educational changes during adolescence, maintaining students’ interest and engagement in language learning has become a serious challenge for teachers and educational institutions. This review article examines recent studies and theoretical perspectives related to motivational strategies in EFL contexts, with a particular focus on Iranian secondary schools. The findings indicate that learner-centered teaching methods, positive teacher-student relationships, communicative classroom activities, educational technology, collaborative learning, and supportive classroom environments play essential roles in enhancing learners’ intrinsic and extrinsic motivation. Furthermore, the study highlights the importance of reducing language anxiety and promoting learner autonomy through interactive and meaningful learning experiences. The review also demonstrates that traditional teacher-centered approaches and excessive emphasis on examinations may negatively affect students’ motivation and participation in English classes. In contrast, motivational teaching practices can improve students’ self-confidence, academic engagement, and language achievement. The article concludes that applying modern motivational strategies can significantly contribute to improving the quality of English education in Iranian schools and encourage adolescent learners to participate more actively in the language learning process.

کلیدواژه ها:

Motivation ، Teenage Language Learners ، EFL Classrooms ، Iranian Schools ، Motivational Strategies