THE ROLE OF TEACHER TRAINING IN ENHANCING STUDENT MOTIVATION IN EFL CLASSES

Abstract

Motivation is widely recognized as one of the most powerful predictors of success in learning English as a foreign language (EFL), yet learners' motivation does not develop in isolation it is shaped, sustained, and often rescued by the teacher standing in front of the classroom. This article examines the role that teacher training plays in equipping EFL instructors with the pedagogical, psychological, and interpersonal competencies needed to foster and maintain student motivation. Drawing on established theories of second language motivation and teacher cognition, the article argues that well-designed pre-service and in-service training programs directly influence a teacher's ability to create a motivating classroom climate, employ learner-centered strategies, and respond sensitively to learners' emotional and cognitive needs. The article further discusses practical strategies that trained teachers can use to build learner autonomy, self-confidence, and long-term engagement with the target language. The findings suggest that investment in continuous teacher development is not a peripheral concern but a central mechanism through which motivational quality in the EFL classroom is achieved and sustained