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The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers ’motivation and classroom strategy used by teachers have effects on the students ’motivation.  \nKeywords: student motivation, teacher motivation, strategy used by teachers  \n1. Introduction  \nIn the world of education, motivation is a factor that can play a significant role in the success of second or foreign language learning in a language classroom. To Dornneyei (1998)“motivation provides the primary impetus to initiate learning the second language and later the driving force to sustain the long and often tedious learning process”(p.117) . Motivation, however, is “a complex” and “multifaceted construct” (Gardner, 1985; Williams & Burdoen, 1997) . In many instances, students may face many different obstacles in learning English because they are demotivated to learn. Learning situation contains many factors like classroom environment, teacher, learning context, teaching methods, classmates, and teacher personality (Dörnyei, 1994) . However, the role of teacher motivation on the students ’achievement shouldn’t be ignored.  \nDuring the last few years research about motivation has focused on different factors which are responsible for learning a second or foreign language. Researchers refer to the role of teachers and their motivations and behaviors as a determinant factor for achievement a second language (Kikuchi, 2009; Sakai & Kikuchi, 2009; Tanak, 2005) . Some other studies point to the role of teachers in the learners’motivation. These studies express the influential roles of teachers for helping the students in the process of second language acquisition. In fact, teachers can play as facilitator, initiator, motivator, consultant, and supporter in a language classroom (Al Kaboody, 2013) . These roles can be considered as influential factors in achievement of a second language.  \nAccording to Ramage (1990) teachers should be motivated themselves and they should try to increase the learners ’motivation in order to actively engage in the learning of a target language. However, the effect of teacher and his teaching strategies on motivating the students depend on perceptions of those strategies by the students. In this case, many empirical studies refer to the teacher’s motivation on the learners ’ level of achievement of a second language (Dörnyei (2001) .  \nAccording to Dornyei (1994 as cited in Al Kaboody, 2013)“teacher-associated components that influence learners are language learners’ affiliation (i.e., learners’ desire to please teachers), teacher ’s style of teaching, and the use of particular teaching strategies, including modeling task-presentation and feedback”(p.49) . The interaction between L2 learners and the teachers include many different factors include learning experiences, and feedback rewards which are relevant factors that influence on the learners ’motivation for learning (Williams & Burden, 1997) . Oxford and Shearin (1994) refer to five implications for","cbCaibKtLSeQ6AKQ","https://ap.wps.com/l/cbCaibKtLSeQ6AKQ","pdf",141374,"English","# Introduction\n## Teacher motivation and classroom strategy in language learning\n# Abstract\n## Study aim and findings\n# Keywords\n## Core motivational constructs","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"The study aims to investigate Iranian EFL students’ attitudes toward teachers’ motivation and classroom strategy in English language classrooms.\"},{\"question\":\"How many students participated in the study?\",\"answer\":\"The study used a sample of 235 students from the participants’ classes.\"},{\"question\":\"What do the findings indicate about teachers’ motivation and strategy?\",\"answer\":\"Teachers’ motivation and the classroom strategy used by teachers affect students’ motivation.\"}]","Advances in Language and Literary Studies - Vol. 5 No. 1 - Attitudes towards Teachers’ Motivation, and Classroom Strategy, in English Language classrooms | PDF",1792067745,13]