The Roles of Teachers and Contextual and Motivational Factors in Young Learners’ Motivation: A Structural Equation Modelling (SEM) Approach

Motivation is a key variable in successful learning of English, and it is influenced by many factors. However, little research has examined teachers’ roles in motivating young learners (YLs) to learn English. Therefore, this study investigates how teachers’ roles and contextual and motivational factors predict YLs’ motivation to learn English by assessing whether teachers’ roles impact motivation directly or indirectly. Using a novel teacher perspective, the study incorporates these elements into a Structural Equation Modelling (SEM) framework, highlighting direct and indirect pathways affecting children’s motivation. The study employed a quantitative approach by using a valid and reliable questionnaire, with strong internal consistency (CR ranged between 0.69 and 0.86 and α ranged between 0.70 and 0.86) to collect data from 225 English teachers of fifth graders. SEM was used for data analysis. Teachers weakly influenced YLs’ motivation to learn English (β = 0.281), but strongly impacted classroom contextual and motivational factors (β = 0.839). These factors significantly affected YLs’ motivation (β = 0.614) and mediated the impact of teachers’ roles (β = 0.515). Teachers significantly influenced YLs’ motivation by playing a crucial indirect role in shaping the learning environment that enhances students’ desire to learn when contextual and motivational factors mediate the effect. The findings suggest that schools should provide training programs that help teachers create motivational learning environments, such as providing meaningful tasks to motivate YLs intrinsically and extrinsically. The study adds further evidence to motivation theories, including self-determination theory, and sociocultural perspectives that recognize the role of contextual and interpersonal factors in shaping learners’ motivation.