STRATEGIES IN LEARNING LANGUAGES

Abstract

This article  proposes deep explanation of the role using different strategies for raising students’ motivation while teaching EFL. Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.