%D 2023 %T The Use of Motivational Strategies in the EFL Classroom: Teachersâ and Studentsâ Perspectives in Tunisian Universities %X Numerous studies suggest that motivation is important for foreign language learning. However, only a few studies have focused on the effective use of motivational strategies by EFL teachers. Kellerâs (2010) ARCS model addresses the gap between L2 motivation theories and classroom practice with a focus on four categories of motivation: attention, relevance, confidence, and satisfaction. The current research seeks to investigate Tunisian university teachersâ use of motivational strategies (MotS) (DĂśrnyei 2001) and the extent to which their students find them effective. It also seeks to explore the relation between studentsâ self-perception as speakers of English and their teacherâs use of MotS. In addition, it will highlight any similarities or differences that emerge between teachersâ reported use of MotS and their actual motivational practice. The following instruments were employed for the data collection to answer the research questions: (a) the Instructional Materials Motivational Survey (IMMS) questionnaire to students and teachers (Keller 2010), (b) the L2 Motivational Self System (L2MSS) questionnaire (DĂśrnyei 2009), and (c) the Motivational Orientation of Language Teaching (MOLT) classroom observation scheme by (Guilloteaux and DĂśrnyei 2008). Quantitative and qualitative methods were used to analyze the data. The quantitative analysis was carried out with SPSS 24.0. Factor analysis was conducted, and the items with significant factor loadings were labelled under the ARCS categories. The reliability with Cronbachâs alpha for each factor was checked for internal consistency. More statistical analyses were carried out to calculate descriptive statistics on the four categories of MotS for both students and teachers. Then, independent samples t-test were done to identify any significant difference between studentsâ and teachersâ perception of MotS. Correlation analyses were also conducted to identify the effect of the MotS used on studentsâ future self-perception through the L2MSS model. The observation results were first analyzed qualitatively following the MOLT scheme. Then, z-scores were computed to compare observation results with teachersâ questionnaire results. To make this comparison possible, the MOLT items were categorized according to the ARCS categories. The findings highlight a significant difference between teachersâ reported use of MotS and studentsâ perception of the MotS used. While teachers reported using confidence-building strategies the most, students perceived that relevance-producing strategies were used more often. Studentsâ results were confirmed during the class observations. Moreover, correlations between the L2MSS and the IMMS categories could be explicated in light of the questionnaire results. The present study is expected to offer pedagogical contributions to the Tunisian higher education context. %I szte %A Kouraichi Bochra %L doktori11663 %K EFL motivation - L2MSS - the ARCS model - higher education - Tunisia