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Notes de pédagogie

Integrating multiple approaches to teacher pedagogical competence, student motivation, and pedagogy in EFL/ESP

Articuler compétence pédagogique enseignante, motivation étudiante et pédagogie de l’anglais langue étrangère et de spécialité
Stella Anne Achieng

Résumés

Cet article explore la capacité des enseignants à créer des environnements de classe collaboratifs et inclusifs, et la façon dont cela contribue à renforcer l’autonomie et la motivation des apprenants en anglais langue étrangère (EFL) et de spécialité (ESP). Il présente des stratégies pédagogiques responsabilisant les apprenants, favorisant leur autonomie d’apprentissage, leur engagement et leur motivation. Il souligne également l’importance de pratiques d’enseignement relatifs à la culture, qui tiennent compte de l’influence des antécédents culturels des étudiants pour leur apprentissage et leur motivation. Adoptant une approche mixte, l’article allie une méta-synthèse des recherches existantes (offrant une vue d’ensemble des principaux cadres théoriques sur la motivation et l’autonomie d’apprentissage) et des observations de terrain tirées de l’expérience d’enseignement de l’auteure. Cet article présente également des stratégies visant à équilibrer soutien de l’enseignant et autonomie de l’apprenant. Enfin, il propose des recommandations pratiques pour les enseignants d’EFL/ESP qui souhaiteraient créer des environnements d’apprentissage motivants pour leurs étudiants.

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Introduction

1In contemporary educational settings, student empowerment and ongoing motivation are key to success in terms of academic performance, engagement, and resilience. However, a recent study that I conducted among EFL instructors at several French universities revealed that motivating students effectively remains a significant pedagogical challenge. The findings of this study emphasized the urgent need for improved teacher training and indicated that the absence of personal connections in university teaching frequently leads to student disengagement, causing learners to treat courses as passive “tourist” activities (Achieng, 2023a).

2Based on this identified challenge, this paper argues that effective teacher competence in English as a Foreign Language (EFL) and English for Specific Purposes (ESP) contexts goes beyond mere linguistic instruction. It entails cultivating supportive, inclusive, and collaborative learning environments that proactively engage students and encourage meaningful language interaction (Byram, 1997; Ushioda, 2011). Unlike cooperative learning, which often segments tasks for specific outcomes, the focus here is on collaborative learning; a joint intellectual effort in which students share responsibility for constructing meaning and encouraging deeper interaction and negotiation of ideas (Brame & Biel, 2015; Larsen-Freeman & Anderson, 2011; Loeser, 2024). This approach enhances motivation and develops critical thinking and problem-solving skills as learners interact with peers and the language.

3Central to this discussion is the idea that learner motivation is a dynamic construct influenced by a combination of internal and external factors (Deci & Ryan, 2017). In addition, sociocultural factors significantly impact motivation in EFL/ESP settings. Take, for example, family expectations and societal norms in collectivist cultures versus intrinsic goals (e.g. personal achievement and autonomy) in individualistic ones (Hsin & Xie, 2014; Gao et al., 2003). These factors play a very important role. The purpose of this paper is to explore how integrating a comprehensive understanding of motivation with culturally responsive and emotionally intelligent pedagogical strategies can empower learners and enhance their autonomy and academic resilience. This approach is consistent with frameworks such as the Common European Framework of Reference for Languages (CEFR), which prioritize learner agency (Council of Europe, 2020). These frameworks will be discussed in more detail later in the paper.

1. Methodology

4A meta-synthesis method was used to review research on learner motivation, pedagogical strategies, intercultural competence, and learner autonomy. Several foundational sources were referenced for the key theoretical contributions that are necessary for understanding the relationship between teacher competence and student engagement. Deci & Ryan’s (2017) research first provided the Self-Determination Theory framework, which elucidates the psychological needs for autonomy, competence, and relatedness that support intrinsic motivation. Dörnyei (2001) and Ushioda (2011) further developed the concept of teachers’ role in creating a motivational classroom atmosphere, particularly through the L2 Motivational Self-System. Additionally, Larsen-Freeman & Anderson (2011) discussed the principles and effectiveness of collaborative learning approaches in language acquisition. The Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2020) informed this theoretical foundation further, particularly with regard to its focus on learner autonomy and the emotional aspects of language education.

5To complement this theoretical exploration, the reflective practitioner approach (Schön, 1983; Burton, 2023) was adopted to show how these principles can be applied in various classroom settings. Reflections focused on student engagement, cultural responsiveness, and the impact of collaborative and inclusive strategies on motivation and autonomy. Using this approach, I gained a deeper understanding of the realities of multicultural learning environments and the importance of adaptability, relationship-building, and culturally responsive pedagogy when it comes to sustaining student motivation.

2. Teacher competence in EFL/ESP: Linking pedagogy, culture, and learner empowerment

2.1. Defining teacher competence

6As in any other course, teacher competence is fundamental in EFL and ESP contexts. I think of it as an aspect that is continuously evolving and directly affects learner empowerment. It consists of an array of skills, attitudes, and professional dispositions that are essential for effectively engaging learners, facilitating instruction, and addressing varied student needs (Byram, 2008; Byram et al., 2002). It is also profoundly shaped by interrelated cultural, pedagogical, and personal factors.

7One key part of this competence is recognizing how different societies understand and prioritize learning. Western systems such as the French model emphasize critical thinking, learner autonomy, and student-centered approaches. I consider these dimensions to be essential to my teaching. Drawing on the work of Gay (2010) and Hammond (2015), I adapt my approach to teaching to meet the different cultural and motivational needs of my students. This inherent flexibility is useful when working with multicultural and multilingual groups because it allows for a more inclusive learning environment where students can thrive.

2.2. Pedagogical content knowledge and teaching strategies

8Another key element of teacher competence that I have found useful is to take into account pedagogical content knowledge (PCK). First coined by Shulman (1987), this term describes the integration of subject expertise with instructional strategies tailored to learners’ needs. In an EFL setting, PCK combines language proficiency with inclusive, adaptive teaching methods. Darling-Hammond and Bransford (2005) argue that effective language teaching requires creating interactive, student-centered environments that promote collaboration, autonomy, and critical thinking, all of which are key components of communicative competence.

9Despite these ideals, I observed that many early-career EFL instructors, including newly graduated teaching assistants in France, have gaps in their pedagogical training and often use trial-and-error methods (Achieng, 2023a). Throughout my teaching practice, I strive to apply PCK to promote language acquisition and student empowerment. An example of this is my approach to teaching students how to speak persuasively. I have found that debate formats centered on global issues encourage critical thinking and vocabulary development. For grammar instruction, such as the use of relative clauses, I alternate between cooperative learning activities, such as structured group sentence construction, and collaborative inquiry activities, such as peer analysis of original texts with errors. In this way, I empower students to co-construct understanding based on their interactional preferences.

10Another way to achieve this is through task-based and cooperative learning approaches, which have been shown to significantly increase learner engagement and motivation (Larsen-Freeman & Anderson, 2011). Depending on the group, especially master’s students, I propose activities such as poster presentations and technical reports. In these activities, students work together. The goal is to help them reflect on the different ways their peers think and work, and to encourage student agency. These methods show how PCK can change language education and make language learning more practical, especially for collectivist students.

Image 1. Image showing engineering students engaged in a collaborative bridge design project that enhances their technical vocabulary and group problem-solving skills. 28 October 2024.

Image 1. Image showing engineering students engaged in a collaborative bridge design project that enhances their technical vocabulary and group problem-solving skills. 28 October 2024.

Source: author’s collection.

2.3. Learner motivation: theory and practice

11Effective EFL and ESP instruction requires a deep understanding of how motivation works in different psychological and cultural contexts. Key theories, such as Self-Determination Theory (Deci & Ryan, 2008, 2017) and Dörnyei’s (2005) L2 Motivational Self-System, highlight the significance of addressing learners’ psychological needs for autonomy, competence, and connection to cultivate intrinsic motivation. However, extrinsic motivators, including grades, peer influence, and family expectations, often hold significant weight, particularly in collectivist cultures where social obligations and external validation prominently shape behavior (Gao et al., 2003).

12As in previous examples, I tailor my teaching methods to my students’ predominant motivational orientations. In other words, I consider whether they are driven by collective goals or individual achievement. Some students may be more engaged by group tasks, while others may respond better to self-directed challenges. From past experience, I know that not all students from a particular background have the same motivators. Therefore, I prioritize activities that allow for flexibility and choice. Students can then participate according to their preferences, ensuring an inclusive, differentiated approach that respects individual differences. This approach aligns with Ushioda’s (2011) argument that learner motivation should not be reduced to generalized cultural categories but rather understood in terms of the learner as an individual within specific social and relational contexts that influence their motivational trajectories.

2.4. Cultural awareness and motivational sensitivity

13Culturally responsive teaching is paramount for teacher competence in EFL/ESP classrooms, especially when students have different cultural backgrounds (Peck, 1998). Building on the understanding that cultural factors profoundly influence motivation, effective teachers are expected to acquire a well-rounded set of skills to positively contribute to students’ lives, taking into account both their broad cultural backgrounds and individual characteristics (Achieng, 2023b). To proactively promote cultural understanding and gain insight into my students’ motivations and learning styles, I begin each semester with a “cultural collage” activity. This hands-on exercise serves as both an engaging icebreaker and a useful diagnostic tool for building rapport.

14On the first day, students receive a blank poster board and are asked to visually represent aspects of their identity and cultural background using drawings, cutouts, printed images, or short text snippets. These representations often include family traditions (e.g., photos of special holiday meals that reflect communal values), hobbies, interests (e.g., individual sports suggesting independent tendencies versus team sports indicating collaborative preferences), and favorite foods from their home countries, which often spark conversations about cultural norms. Students also illustrate their preferred communication styles. For instance, one student might depict a bustling market, implying a preference for direct conversation, while another might portray a quiet library, suggesting a preference for more reserved interaction.

15Students then briefly present their collages to the class. This simple yet meaningful practice informs my subsequent pedagogical decisions, allowing me to adapt teaching methods to better match students’ comfort levels and motivational triggers from the start. I accomplish this by allowing students to choose between group activities and individual assignments or by encouraging written reflections alongside oral presentations. Beyond planned activities, I pay close attention to nonverbal cues and student feedback, continuously refining my approach. I have observed that some students’ silence often reflects personality traits or a desire to avoid embarrassment by giving an incorrect answer, rather than disengagement. To help shy students build confidence gradually, I invite them to deliver individual presentations to me and not in front of the whole class. Another practical strategy is an “anonymous question box” for sensitive topics. This allows students to voice concerns without embarrassment and reinforces the idea that all voices are valued. These practices aim to create an inclusive, student-centered environment where learners feel respected and motivated. However, no single strategy suits every learner. The goal is to be flexible and responsive to students’ evolving needs.

2.5. Communication skills and emotional intelligence

16Effective communication and emotional intelligence are also integral to teacher competence in EFL/ESP contexts. In a multilingual and multicultural university setting, teachers should communicate clearly with their students, providing precise instructions and adapting their linguistic approach as necessary (Gay, 2010; Tatar & Yilmaz, 2012). Misunderstandings often occur when students struggle with English proficiency or pronunciation, hindering their ability to follow instructions or participate fully (Achieng, 2021). Therefore, teachers need to develop effective communication strategies to overcome language barriers and create an atmosphere in the classroom that is inclusive and sensitive to diverse cultural communication norms.

17Emotional intelligence is equally vital. It empowers teachers to accurately recognize and respond to students’ psychological and emotional states. For language learners who feel anxious about making mistakes or who lack confidence, a teacher’s ability to empathize and be patient can greatly reduce stress and improve engagement (Horwitz, 2001; Wong & Law, 2002). Goleman (1995) asserts that emotionally intelligent educators are inherently more attuned to learners’ emotional cues. This enables them to proactively create safe and affirming learning environments. Together, these two aspects of teacher competence ensure that students’ different needs are met, and they feel understood, valued, and empowered on their educational journey.

3. Discussion

18This paper aims to demonstrate that teacher competence in English as a Foreign Language (EFL) and English for Specific Purposes (ESP) contexts is not a static set of skills, but rather an adaptive, reflective, and culturally situated practice. The purpose was to emphasize the importance of linking theoretical knowledge with practical classroom experiences. It also showed ways by which teachers can both motivate and empower their students. It becomes evident that core skills such as emotional intelligence, clear communication, and cultural sensitivity are not merely beneficial. In fact, they are now indispensable for effective teaching in today’s linguistically and culturally diverse classrooms. These qualities are not natural talents; they must be developed through ongoing professional learning and a commitment to growth alongside one’s students.

19Learner motivation, which is influenced by psychological and cultural factors, requires teachers to move beyond rigid, prescriptive methods. Instead, teachers must develop pedagogical agility, which refers to the capacity to respond to diverse motivational profiles with inclusive, differentiated approaches. However, such responsiveness extends beyond initial teacher training. This requires deliberate, ongoing professional development informed by continuous reflective practice, collaboration with other teachers, and engagement with the broader educational community. In this regard, I would argue that formal qualifications are only the first step. Sustained professional growth requires autonomous learning through avenues such as Massive Open Online Courses (MOOCs), active participation in practitioner communities, and targeted workshops focused on pedagogical innovation. MOOCs and other such platforms do not just offer practical strategies such as task-based learning and culturally sustaining pedagogy; they also encourage the critical mindset necessary for evaluating and adapting these strategies to specific classroom situations.

20From my experience in the classroom, I can say that, to effectively manage differences in student backgrounds and perspectives, intercultural competence must transition from being merely desirable to an unequivocal professional necessity. Teachers must proactively interrogate their own cultural assumptions, actively embrace different worldviews, and consciously develop pedagogical approaches that validate diverse student identities. Initiatives such as intercultural exchanges, seminars, workshops, and self-reflective journaling can contribute to developing this competence. When we, as teachers, embody the openness and empathy that are part of this competence, we can serve as powerful models for the qualities we hope to instill in our students. This marks the dialogic process of continuous learning and unlearning where genuine learner empowerment takes root.

Conclusion

21This paper argues that teacher competence in English as a foreign language (EFL) and English for specific purposes (ESP) should be viewed as an evolving, holistic process. This concept goes beyond merely delivering technical language and requires adopting learner-centered, emotionally intelligent, and culturally responsive pedagogical approaches. My meta-synthesis of existing research, combined with experiential reflections from classroom practice, demonstrates that motivationally responsive and inclusive teaching creates ideal conditions for student success. This approach, considered effective, is based on a comprehensive understanding of motivation. It sees motivation not as a fixed trait, but as a fluid construct. This construct is shaped by internal drives, external expectations, and sociocultural dynamics. Competent teachers recognize this inherent dynamism. They design learning experiences that enhance autonomy, provide essential emotional support, and establish meaningful connections with students’ lived experiences. This intentionality breaks down barriers to engagement, creating an educational environment in which learners feel acknowledged, esteemed, and competent. As a result, student empowerment emerges not as a fixed objective, but as an ongoing, collaborative outcome of responsive teaching. Through collaborative projects, differentiated instruction, and constructive feedback, students are encouraged to take on intellectual challenges, manage their learning journeys, and develop the resilience necessary to succeed in and beyond the classroom. In my opinion, future research should critically investigate ways to empower students and refine motivational strategies that precisely meet shifting needs in multicultural and multilingual settings. After all, every student’s success hinges on competent, reflective teaching grounded in these principles.

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Bibliographie

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Titre Image 1. Image showing engineering students engaged in a collaborative bridge design project that enhances their technical vocabulary and group problem-solving skills. 28 October 2024.
Crédits Source: author’s collection.
URL http://journals.openedition.org/apliut/docannexe/image/12513/img-1.jpg
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Stella Anne Achieng, « Integrating multiple approaches to teacher pedagogical competence, student motivation, and pedagogy in EFL/ESP »Recherche et pratiques pédagogiques en langues [En ligne], Vol. 44 N°2 | 2025, mis en ligne le 21 octobre 2025, consulté le 22 janvier 2026. URL : http://journals.openedition.org/apliut/12513 ; DOI : https://doi.org/10.4000/15ab3

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Auteur

Stella Anne Achieng

Stella Anne Achieng is a language teacher and researcher who specialises in foreign language pedagogy, with a focus on English for Specific Purposes (ESP) and English as a Foreign Language (EFL), as well as intercultural education. She holds a PhD in Language Sciences from the University of Lorraine in France, where she is also an associate member of the CREM research team. Her research focuses on intercultural competence in higher education and foreign language teaching contexts. Her recent publications include Exploring the nuances of scientific communication for French-speaking English learners and researchers (2025), Exploring effective teaching approaches for English as a Foreign Language (EFL) instructors: Best practices and future directions (2023), and Intercultural competence in foreign language teaching and learning: Strategies and challenges (2023). Her work consistently aims to enhance language acquisition and foster intercultural understanding.
Stella-anne.achieng[at]univ-lorraine.fr

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