Teachers’ Motivational Strategies and Students’ Anxiety among Libyan freshmen Secondary School Learning English

Abstract

A favourable consensus about the efficacy of teachers' use of motivating techniques with formative English as a foreign language learners have surfaced in recent years. This study investigates the significance of these strategies in Libyan freshmen students in secondary public schools. The study employed an empirical survey to collect the data. Forty-three students ranked a list of 6 motivational strategies items and a list of 6 anxiety items on a Likert scale (1-5) from ‘strongly disagree’ (1) to ‘strongly agree’ (5). The findings revealed that teachers used motivational strategies (M: 3.46, SD: .64) were highly relevant in motivating learners and decreasing students’ anxiety (M: 2.71, SD: .76) in the early stages of learning English as a foreign language.