Literature Review The field of Management and Educational Administration studies in general has a great body of literature on motivation as a key management function that influence both employers and employees and for any relationship setting, be it between or among partners or stakeholders, such as teachers and students. Hal. G. Rainey (2009) and Mark Moore (1995) provide a thorough background in this context utilizing management and motivation theories. Rainey identifies the order of human needs for any setting or agenda. The first was identified as the physiological needs and this includes the desire to be free from hunger, thirst, and fatigue. The second was safety needs and this involve free from any bodily harm. Thirdly, it entailed the needs for love, affection or belonging to social units and groups. Fourthly, it also includes self- esteem needs and this involved having a sense of achievement, confidence and recognition. Lastly, it involves self- actualization needs and this simply implies become everything one can become. In order to understand motivational theory, Hal. G. Rainey (2009) and Mark Moore (1995) also discuss the factors of motivation. In general, the factors deal with policy and administration, such as, supervision, working conditions, status, and personal life whereas motivators are link to factors, such as, achievement, recognition, the work itself and growth. Moreover, motivation theory also explores the concept of equity or fairness (Ansong, Okumu, Bowen, et al. 2017). A great body of knowledge has examined motivational strategies to the teaching and learning of foreign language. It is generally observed that numerous methods of teaching and learning are necessary to motivate the students to learn a second language. In the article “Motivational Strategies in the Language Classroom”, Zoltan Dornyei (2001) demonstrates the different motivational methods to learn a language clearly. In addition, the author states “Motivation, like the concept of gravity, is easier to describe (in terms of its outward, observable effects) than it is to define. Of course, this has not stopped people from trying it” (Dornyei, Pg.7). It is essential for both the teacher and the students to implement multiple learning strategies in the classroom. “Learning Strategies in Foreign Language Instruction” by Anna Uhl Chamot and Lisa Kupper (1989) evaluated different teaching and learning techniques and discussed how student data changed according to the different techniques used and how they were applied. “In general, more successful students used learning strategies more often, more appropriately, with greater variety, and in ways that helped them complete the task successfully” (Chamot and Kupper, Pg. 5). When different methods and strategies are utilized and adapted in the classrooms, students’ motivation improves and they are more likely to succeed. In the paper “Motivation and Motivating in the Foreign Language Classroom”, which is published by Zoltan Dornyei (1994), it explores motivation when it comes to L2 learning. “Motivation is one of the main determinants of second/foreign language learning achievement and, accordingly, the last three decades have seen a considerable amount of research that investigates the nature and role of motivation in the L2 learning process” (Dornyei, Pg. 2). Dornyei also noted that “L2 learning presents a unique situation due to the multifaceted nature and role of language...L2 learning is more complex than simply mastering new information and knowledge; in addition to the environmental and cognitive factors normally associated with learning in current educational psychology, it involves various personality traits and social components” (Dornyei, Pg. 3). Thus, the student’s motivation in an L2 class must to be observed and assessed differently than any other class and using multiple techniques are even more necessary to keep motivation working. . In a study titled “The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan” which was published by Hsing-Fu Cheng and Zoltan Dornyei (who edited “Motivational Strategies in the Language Classroom”) in 2007. Essentially, the study discusses the results of a questionnaire, which revealed that Taiwanese English teachers answered what they consider important and how to often utilized a number of motivational strategies. In their response to the questionnaires, the participants rank how critical and frequently they, as educators, organized and demonstrated these approaches in their classroom settings. These approaches included features of teacher behavior such as making sure that students know that they are cared for, establishing good link with their students, demonstrating how enthusiastic they are for teaching, sharing with students that the importance of experience in the language that they are learning, and being authentically one’s self in the classroom. More importantly, there was a separate category refers to students’ efforts and achievements. In this study, the teachers rank how crucial and often they recognized their students’ efforts and achievements, monitored students’ progress and celebrated their successes, made sure that grades reflected students’ effort and hard work, and promoted effort attributions. Furthermore, the questionnaire included elements of promoting learners’ confidence by supplying the students with positive feedback and diverse learning techniques, so they can take charge of their own learning. In other hand, scales and constituent strategies were reassuring the students to keep trying harder, designing tasks that students are able to do with their skill capacity, and promoting understanding and communication in learning a foreign language over perfect accuracy in grammar. By creating a conducive classroom environment, in which sections would be created as a support mechanism to classroom environment. This technique will enable students not to be afraid to take risks with material for which they are not 100% comfortable with or certain. Lastly, the technique will warrant students starting each class with a short engaging activity. The remaining aspects of the study focused on presenting students with tasks properly by providing them with clear instructions, in other words, it includes modeling and explaining to the students the importance of why such a task is meaningful. It confirms also the need for improving students’ goal setting by assisting them in developing a real belief on language learning, which enable them to discover their needs and build those needs into the curriculum. Moreover, it encourages also the students to set and attempt to meet learning goals, and have their class goal reviewed regularly for its achievement. In other sides, breaking the routine by changing the teaching styles, thus bringing diverse and interesting topics to lessons, and using different teaching aids, such as visual and auditory, including novel and/or fiction elements to tasks, encouraging students to creating products, and designing tasks appropriately that are challenging for students to have excellent learning. Finally, the author mentioned the importance of motivating students to practice the foreign language outside of the classroom, understanding the cultural background of the target language and including real cultural materials. In addition, it is useful to invite senior students to speak about their experiences with learning the language, and if possible inviting native speakers to visit the class. Moreover, it is important to support learner independence by adopting a “facilitator” role while encouraging peer teaching and group presentations, teaching self-motivating strategies, enabling students to assess themselves, and engaging the students in the design of the foreign language course. Results of the questionnaire were that many of the teachers rated that they found these methods highly important, yet their use of them was not as high on the rating scale. This could reflect situations where a student’s motivation might have been higher if certain methods were placed or were more frequently placed in the classroom. As any class progresses, it is a high possibility that the motivation of students can decrease. This may be due to the class material or expectations, which are becoming unexciting and maybe there are other outside materials or activities distraction them. In order to avoid such a situation, it is crucial to show to the students that the teacher still cares for the student’s participation in the classroom. In addition, the teacher in his/her capacity as head of the classroom must take ownership to address any lack of motivation to increase their confidence and motivate them. The above analysis indicates that student also have preferences or motivations to the learning of second language. Significant studies and literature in this area provides answers to this dynamism. This indicates that students are humans and their desires fit into any motivational theory framework as it seen applicable to workers of any work or social setting. In support of this concept, Oxford and Nyikos (1989) argues that by using appropriate learning techniques, students take the responsibility of their own learning and increasing their independence and self- direction. This generally enables students to develop their own models of learning foreign language, and that will improve their comprehension in an effective manner. Horwitz (1985) also supports students’ preferences in the teaching of foreign languages because teachers need to incorporate student’s belief in the teaching of these languages. Therefore, it is highly recommended to assess students’ beliefs in the learning of foreign languages, so they could be incorporated into the teaching methods of foreign language. Nonetheless, in a critical reflection to students desires in the learning of second language, Schmidt et al (1996) argues that in some instance are constraints and supported by internal learning structures. This could serve as a barrier when variables such as age and gender differentiation in public institutions stop student goals. For instance, in a study in Egypt, evidence shows that these variables are at the center stage of their educational system and affect students’ interaction preferences. In other hand, this internal structure, such as the adoption of English language as a second language in the educational system makes it a bit easier for students to understand this foreign language, as it is part of the national curriculum.
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