Özet:

Motivation to learn English plays a curial role in students’ performance, achievement and attendance. This indicates that instructors should put effort to motivate their students. The aim of this article is to find out the instructional practices that motivate students to learn English most. For that reason, ARCS motivational model (Keller, 2010) was applied throughout ten weeks. By means of this model several motivational tactics and strategies were inserted to the classroom instruction and students were asked to write weekly comments about them at the end of each week. Using a qualitative research design, comments from 30 students were collected and analyzed. As a result, we have reached the conclusion that students’ comments can be evaluated under two headings. The first heading includes comments related to classroom instruction and the second one is related to instructor behavior and we tried to explain it in detail in this article.

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