Fostering Motivation in the English as a Foreign Language Primary Level Is the Remedy: (A Case Study of the Gezira State Schools, Sudan)

Abstract

This study explores motivation among primary school learners in English as a Foreign Language (EFL) classrooms in Gezira State, Sudan, with particular attention to classroom practices that influence learners’ engagement. Employing a classroom-based research design, the study draws on multiple data collection tools, including direct classroom observation, learner questionnaires, and teachers’ reflective notes. These instruments were used to investigate learners’ motivational levels, identify internal and external factors affecting motivation, and examine the effectiveness of various teaching strategies used in primary EFL classrooms. The findings reveal that learner motivation is significantly enhanced through interactive, collaborative, and meaningful classroom activities that encourage participation and reduce anxiety. The study highlights the importance of learner-centered teaching approaches in fostering positive attitudes toward English learning at the primary level. It provides practical implications for EFL teachers, curriculum designers, and teacher trainers, and contributes to the limited body of research on motivation in primary EFL contexts in Sudan and similar educational settings