Exploring Motivational Techniques Implemented by EFL Teachers within the Competency Based Approach The Case of Algerian Middle Schools in Bouira

Abstract

This research explores the motivational techniques employed by English as a Foreign Language (EFL) teachers within the Competency-Based Approach (CBA) in Algerian middle schools in Bouira province. In a mixed-methods research design through questionnaires, teacher interviews, and classroom observations, the study investigates teachers' perceptions and comprehension of motivation, range of techniques employed, and obstacles to successful implementation. Findings reveal a strong recognition on the part of teachers of the importance of student motivation and the use of a variety of engagement techniques particularly communicative and interactive and positive reinforcement. However, significant challenges including large class sizes and limited resources impede consistent implementation. The study reports a generally positive attitude among teachers to fostering motivation that is mediated by the pragmatic demands of their teaching context. Lastly, the research highlights the need for targeted countinuous professional development and systemic support to enhance teachers' capacity to motivate students effectively and include avenues for future research to directly measure student outcomes and account for learner voice and perspectives.