Analysis of motivational strategies used by English language teachers teaching at secondary schools

English teaching and English language learning have become central directives in newly emerging bilingual and multilingual high school classes. The need for effective teaching strategies, including strategies designed to motivate students, has become a part of ELT educational models. The aim of this study is to identify the level of the application of motivational strategies in the secondary schools of Northern Cyprus, both government and private schools. It is a quantitative descriptive research. An investigation was conducted to 96 English Language Teachers in this study. Among the samples, 33 of them are teaching at private schools and 63 of them are teachers at government schools. The Statistical Package for the Social Sciences (SPSS) was employed for the purpose of data entry manipulation, and analysis. A questionnaire which has been developed byZoltanDornyei (2003) were applied. This study shows that, Motivational strategies at creating the basic motivational strategies are sometimes applied. The item 'I encourage risk-taking and have mistakes accepted as a natural part of learning' is always applied and the samples have attributed the highest ranking in this item. However, the item 'I ask for the student's assistance in performing certain supportive tasks at home' is sometimes used and it has been the last choice by the samples. (c) 2018 The Authors. Published by Elsevier B.V.