The inability of many Omani EFL students to motivate themselves to learn English can be attributed to socio-cultural factors that are beyond the control of the individual learner. A nationwide survey of representative EFL teachers in Omani schools, colleges and universities was conducted in an attempt to analyze the importance that EFL teachers attach to the use of specific strategies for motivating students to learn English; and also to establish how often they use these strategies in their teaching practice. The present research is a modified replication of Cheng and Dornyei.s (2007) study. The 286 participants in the present study rated the 48 strategies according to importance and the frequency with which they employed the strategies in their teaching contexts. The results were analyzed in terms of the most and least important motivational strategies, those most frequently and infrequently used, and the relationship between importance and frequency of use. The results indicate that EFL teachers in Oman overwhelmingly endorse the use of 48 motivational strategies. Moreover, the most favoured strategies among the teachers are those related to the teacher.s personal performance in the classroom. KEY WORDS: Learner motivation, motivational strategies, EFL in Oman, EFL teachers¡¯ motivational strategies

The inability of many Omani EFL students to motivate themselves to learn English can be attributed to socio-cultural factors that are beyond the control of the individual learner. A nationwide survey of representative EFL teachers in Omani schools, colleges and universities was conducted in an at...