I International Journal of Applied Linguistics & English Literature ISSN 2200-3592 (Print), ISSN 2200-3452 (Online) Vol. 6 No. 6; November 2017 Australian International Academic Centre, Australia The Impact of ESA Elements on Motivation of EFL Learners to Speak: A Case of Iranian EFL Learners Hooshang Khoshsima Chabahar Maritime University, Chabahar, Iran E-mail: khoshsima2002@yahoo.com Hadi Shokri (Corresponding author) Chabahar Maritime University, Chabahar, Iran E-mail: hadishokri2012@gmail.com Received: 13-04-2017 Accepted: 02-06-2017 Advance Access Published: September 2017 Published: 01-11-2017 doi:10.7575/aiac.ijalel.v.6n.6p.144 URL: http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.144 Abstract Implementing a best course of action to boost English as a Foreign Language (EFL) learners’ motivation to speak has been a controversial issue among EFL instructors. The present study aims to investigate the probable impact of Harmer’s ESA (Engagement, Study, and Activate) elements implementation on motivation of EFL learners to speak. To meet this objective, first, the pre-treatment questionnaire was delivered to 15 EFL learners at the beginning of the term to measure ‘input motivation’. After collecting information from the pre-treatment questionnaire, the students were taught for nearly two months by applying ESA elements, and then the post-treatment questionnaire was given to the same students to gather information of students’ motivation changes, students’ attitudes towards techniques and activities applied by teachers and their preferences. Additionally, to triangulate the results, a Pearson product-moment correlation coefficient was run to see if there is any relationship between the learners’ speaking performance and their motivation to speak. In sum, the results of the questionnaires and correlation analysis proved that the treatment of the learners via ESA approach was quite influential in boosting EFL learners’ motivation to speak. It is expected that the findings of the study may significantly contribute to work of EFL teachers, EFL learners, policy makers, supervisors and researchers. Keywords: ESA Elements, Motivation, Speaking 1. Introduction `Motivation is, without question, the most complex and challenging issue facing teachers today.' (Cited in Dornyei, Z, 2001, p. 1). The urge to engage learners in learning process seems indispensable and the fact that learner engagement is regarded as intrinsic motivation cannot be taken for granted. Consequently, learner engagement and L2 success is affected by many factors such as age, personality, aptitude, motivation and so on. Among these factors, motivation plays a crucial role (Ellis 1994). For this reason, it was essential to consider learner motivation as an argumentative issue in the present study. The significance of the studies carried out in this field shows the sheer importance of motivation on success or failure of learners involved in the process of language learning. Multitudinous studies and experiments with regard to human learning have proven that motivation is pivotal to learning in general (Deci 1975, Maslow 1970 and Binalet, C. B., & Guerra, J. M. 2014). Additionally, Gardner and Lambert (1972) state various studies have found that motivation is very strongly interrelated with learner success and achievement in the process of language learning. However, it remains questionable as to whether motivation is the cause of the learner success or achievement or vice versa. Likewise, it should be clarified which of them is the result of the other. Ur, P (1991) holds that the uncertainty as to which, motivation or success, comes first does not entail any inadequacy or difficulty in the process of teaching. This means that among other activities done in increasing learner motivation, strategies should have high priority. Numerous studies and EFL instructors utilize approaches and strategies to boost learners’ motivation to speak. However, the problems are not alleviated yet and most of them are inadequate and are unable to meet the learners’ needs. After the implementation of these methods and strategies, it is made clear that they cannot raise learners’ motivation and engagement emotionally, which are the core characteristics of helping the learners to boost their speaking skill. According to what has been stated above, it worth keeping in mind that in the process of being engaged in interactions, especially in warm up and presentation process, learners show factors which contribute to their success or failure in language learning. Hence, for teaching and learning speaking skill, the great importance of learner Flourishing Creativity & Literacy