Teachers' Perceptions about the Role of Goal Setting in Sustaining Language Learning Motivation

Abstract

Sustaining learners’ motivation remains a major challenge in English as a Foreign Language (EFL) classrooms. Among various pedagogical strategies, goal setting has gained increasing attention for its role in enhancing learners’ engagement, persistence, and achievement. This study investigates teachers’ perceptions of the role of goal setting in sustaining students’ motivation in EFL classrooms at Mila University. It addresses the following research questions: (1) What are teachers’ perceptions of the implementation of goal-setting strategies in language learning? (2) To what extent does goal setting contribute to learners’ engagement and persistence? (3) How do EFL teachers perceive its role in sustaining motivation? The study adopts a quantitative descriptive research design using a questionnaire administered to thirty-six EFL teachers (permanent and temporary). The questionnaire explored teachers’ perceptions of goal setting, its classroom implementation, and its impact on motivation. Findings indicate that most teachers consider goal setting an essential instructional strategy that helps learners remain focused, monitor progress, and sustain motivation. Results also show that combining short- and long-term goals and involving learners in the process enhances autonomy and engagement. However, teachers report that goal setting alone is insufficient without complementary pedagogical practices. Overall, the study confirms its positive role in sustaining EFL learners’ motivation