A Study on the Use of Teaching Strategies by English Teachers in Higher Vocational Colleges and Their Relationship with Motivation

This study aims to explore the relationship between teaching strategies used by English teachers in Chinese higher vocational colleges and student motivation. A systematic analysis of the current state of English language teaching in higher vocational colleges was conducted using qualitative research method. Data were collected from English teachers of a higher vocational college in Henan province, China. Through surveys and in-depth interviews, data were gathered to assess the teaching strategies used by educators and their effectiveness, as well as to explore how to influence teachers’ motivation to use teaching strategies. Results indicate that interactive and student-centered teaching methods are significantly positively correlated with intrinsic motivation, whereas traditional lecture-based teaching shows weaker association with student motivation. Additionally, the study found a significant link between teachers’ reflective practices, ongoing adjustment of teaching strategies, and the enhancement of student motivation. Finally, the paper presents a series of recommendations for improving teaching strategies based on the research findings, aimed at enhancing the quality of English language teaching in higher vocational colleges and bolstering teachers’ motivation.