مجلة إشكالات في اللغة و الأدب
Volume 15, Numéro 1, Pages 567-587
2026-03-02

Motivational Strategy Use Among First-year Efl Students: A Mixed-methods Evaluation Of Dörnyei’s Classroom Framework Implementation



Authors : Bendahmane Messaouda .

Abstract

This study explores the implementation and perceived effectiveness of Dörnyei’s (2001) motivational strategies among first-year EFL students at Biskra University, Algeria. A mixed-methods design was employed, combining quantitative data from a questionnaire administered to 118 students with qualitative insights derived from semi-structured interview conducted with six EFL teachers. The questionnaire was structured around Dörnyei’s four-category framework while the interviews offered insights into pedagogical practices, challenges, and teacher roles. Findings highlight the framework’s applicability in the Algerian university context, emphasizing the need for contextual adaptation and continuous professional development to ensure effective implementation. By integrating student and teacher perspectives, the study provides a multidimensional account of motivational strategies, contributing to broader understandings of motivational dynamics in EFL learning and informing pedagogical practices that foster engagement in similar educational settings.

Keywords

Dörnyei’s framework ; English as a Foreign Language (EFL) ; motivational strategies ; teacher professional development

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