Teachers' views on fifth graders' English learning: Learner characteristics, tasks, and motivation

What motivates young learners (YLs) of English and what tasks they like to engage in, from their teachers' perspectives, are the focus of the present study implemented in Indonesia. The theoretical background concerns how children learn languages and how their motivation and task engagement are examined in age-appropriate ways (e.g., Mihaljević Djigunović & Nikolov, 2019; Nikolov, 2016a; Pinter, 2017). We used a qualitative research design to capture 101 teachers' thoughts and experiences in an online survey. Data were analyzed through content analysis. Teachers' responses indicated that their YLs liked the most tasks focused on meaning, more specifically on vocabulary, whereas writing tasks were the least liked. Although many tasks included fun elements, most were traditional and repetitive, with few genuinely playful characteristics. Teachers characterized their YLs along their cognitive (e.g., curiosity), motivational (e.g., enthusiasm), social-emotional (e.g., responsibility), and behavioral (e.g., energetic, playful) qualities, showing a diverse picture. They used multiple motivational techniques, such as engaging activities, emotional support, and media utilization. The findings suggest that to better cater to YLs’ developmental characteristics, English teachers should incorporate playful tasks and student-centered techniques. The implications highlight the necessity to reform the curriculum and teacher development programs to be aligned with age-appropriate pedagogy, integrating learner preferences and characteristics.