EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context

• EFL teachers' use of motivational strategies was investigated based on the ARCS model.
• Only one component of ARCS, attention, is found to be effectively utilized.
• Motivational strategies are appropriately used only in the beginning phase.
• L2 proficiency is positively correlated with the use of motivational strategies.
• Teaching experience is negatively correlated with the use of motivational strategies.

While studies have investigated the role of motivation in learning and teaching, research on teachers' motivational strategies remains scarce. This study examined the motivating behavior of in-service teachers of English in Korea (N = 12). Videotapes of the teachers' classes were analyzed based on Keller's ARCS model using NVivo, revealing that the teachers did not effectively utilize motivational strategies or tactics, except for attention. Additionally, teachers' motivational strategies were correlated positively with their language proficiency but negatively with teaching experience. Finally, teachers' motivational strategies were shown to be grounded in traditional teacher-centered approaches rather than the promotion of student ownership of learning.