MOTIVATION STRATEGIES OF ENGLISH TEACHERS FROM THE PERSPECTIVE OF THEIR STUDENTS Abstract This paper was conducted to investigate the motivation strategies students prefer and consider effective. Adapting Dornyei’s (2001) questionnaire to determine the strategies students prefer and consider effective, the research surveyed 75 third year students from three programs, namely: Bachelor of Arts in Development Communication, Bachelor of Secondary Education and Bachelor of Science in Garment Technology in state university taking English courses. Data were analyzed and interpreted using quantitative-descriptive design. To confirm the results of the survey data, focus group discussions (FGD), which were audio recorded and transcribed verbatim, were conducted. Four (4) students from each program were interviewed. Using phenomenological analysis, the study formulated from the FGD data different themes reflecting students’ suggested ways of implementing the motivation strategies. The results of the study reveal that students prefer that their English teachers demonstrate and talk about their own enthusiasm for the course material and how it affects them personally and that they enable them to attribute success and failure to effort rather than to innate talent. Their program and level of motivation do not affect their perception about the motivation strategies they favor and consider effective. As to the level of effectiveness of their teachers’ motivation strategies, all students regardless of program and level of motivation perceive it to be average or effective. English teachers can then heighten their students’ success as language learners by creating a learning atmosphere that disarms students of their emotional defences, such as fear and anxiety, so that they can take risks in negotiating their personal and academic affairs in English. Keywords: Aspects of Motivation, Motivation Strategies, Second Language Learning, Second Language Motivation INTRODUCTION One of the major problems plaguing many students today is the lack of motivation toward learning activities (Legault, Green-Demers & Pelletier, 2006; Hardre, et al, 2007). This may be due to their inability to perceive a relationship between their behavior and that behavior’s subsequent outcome (Deci & Ryan, 2002) and their inability to predict the consequences of their behavior and the reasons for behaving the way they do (Seligman & Tensdale, 1974, cited in Lucas & Rojo-Laurilla, 2010). As a result, they avoid taking necessary action to attain certain goals and spend little time and effort in doing tasks. Others find themselves having no desire to carry out the learning tasks required of them, which can develop feelings of frustration and discontentment and encumber productivity and well-being