A Cross-Cultural Examination of EFL Learners' Perceptions of Teachers' Motivational Strategies: Evidence from Iran and Oman

Authors

  • Hamed Barjesteh

    Department of English Language and Literature, Am.C., Islamic Azad University, Amol 46134, Iran
  • Phawani Vijayaratnam

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia
  • Hossein Isaee

    Department of English Language and Literature, Am.C., Islamic Azad University, Amol 46134, Iran
  • Hamenaz Gholipour

    Department of English Language and Literature, Am.C., Islamic Azad University, Amol 46134, Iran
  • Shaghayegh Shirzad

    Eiman Narimani Marketing Management Co. L. L.C., Dubai 1971, United Arab Emirates

DOI:

https://doi.org/10.30564/fls.v7i12.10264
Received: 29 May 2025 | Revised: 18 June 2025 | Accepted: 4 July 2025 | Published Online: 14 November 2025

Abstract

Understanding how motivational strategies are perceived and prioritized by learners is essential for effective foreign language instruction, particularly within culturally diverse contexts. This study investigates the perceived importance and frequency of motivational strategies employed by English language teachers, as reported by EFL learners in Iran and Oman. A modified Likert-scale questionnaire was administered to 173 Iranian and 147 Omani students to assess their evaluations of various motivational techniques used in their classroom environments. Descriptive and correlational analyses revealed a moderate alignment between learners' perceptions of priority and observed frequency of use. Importantly, findings indicate that learners in both contexts view their instructors as central to fostering engagement, with motivation-enhancing strategies acting as a bridge between instructional quality and learner participation. Findings suggest that cultural and regional factors may not significantly alter the students' overall attitudes toward motivational strategies in the classroom. The study highlights the value of eliciting student feedback through surveys or classroom discussions to adapt teaching practices to local expectations and cultural norms to improve education quality. In conclusion, this study provides valuable insights into the motivational preferences of Iranian and Omani EFL learners, offering practical recommendations for teachers to enhance student motivation. By understanding and aligning with learners' motivational needs, teachers can create more effective and engaging learning environments.

Keywords:

Motivational Strategies; EFL Learners; Cross-Cultural Comparison; Language Teaching; Oman; Iran

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How to Cite

Barjesteh, H., Vijayaratnam, P., Isaee, H., Gholipour, H., & Shirzad, S. (2025). A Cross-Cultural Examination of EFL Learners’ Perceptions of Teachers’ Motivational Strategies: Evidence from Iran and Oman. Forum for Linguistic Studies, 7(12), 1106–1116. https://doi.org/10.30564/fls.v7i12.10264

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

Article Type

Article (This article belongs to the Topical Collection on "Affective Reactions and Foreign Language Anxieties: Focus on Debilitating Anxiety")

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Copyright © 2025 Hamed Barjesteh, Phawani Vijayaratnam, Hossein Isaee, Hamenaz Gholipour, Shaghayegh Shirzad

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.