In an ideal teaching world, there would be no problems motivating students in the English language teaching classroom. All students would be self-motivated and have an inherent desire to learn English. As a result, they would pay close attention to their teacher’s presentation of language points, respond willingly to all questions and participate enthusiastically in communicative activities. Unfortunately, as we all know, this situation does not always occur. Sometimes it can be a struggle just to get the attention of students, never mind making them interested in the grammatical or skills focus of the lesson.
There are, of . . .
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