PEDAGOGICAL STRATEGIES FOR FOSTERING POSITIVE LEARNING ENVIRONMENTS AND SUSTAINING LEARNER MOTIVATION IN TESOL CONTEXTSPEDAGOGICAL STRATEGIES FOR FOSTERING POSITIVE LEARNING ENVIRONMENTS AND SUSTAINING LEARNER MOTIVATION IN TESOL CONTEXTS
Abstract
: Creating a positive learning environment and sustaining learner motivation have become central concerns in Teaching English to Speakers of Other Languages (TESOL). In response to global educational transformations and increasing learner diversity, this study investigates pedagogical strategies that foster emotionally supportive, interactive, and motivation-enhancing TESOL classrooms. Drawing on contemporary theories of second language acquisition, including the L2 Motivational Self System, self-determination theory, and communicative language teaching, the article examines how classroom climate, teacher–learner interaction, autonomy-supportive practices, and technology-enhanced instruction contribute to learners’ sustained engagement in foreign language learning. Using a qualitative theoretical analysis, the study proposes an integrated pedagogical framework that links positive learning environments with motivational development in TESOL contexts. The findings highlight that motivation and learning environment are interdependent constructs that significantly influence learners’ communicative competence and long-term language achievement.