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Using Teaching Routines to Foster Motivation in English
Classes on Children From Rural Areas
Utilizar Rutinas de Enseñanza Para Fomentar la Motivación en las Clases
de Inglés en Niños de Zonas Rurales
Cindy Liseth Lirio Quiroz
https://orcid.org/0009-0005-7692-1679
clirioq@uteq.edu.ec
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Jardel Coutinho dos Santos
https://orcid.org/0000-0002-8626-7229
jcoutinhod@uteq.edu.ec
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Artículo recibido: 18 septiembre 2025 - Aceptado para publicación: 28 octubre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study examines the effect of structured teaching routines on children's motivation to learn
English in rural educational settings. Conducted in a public primary school in Ecuador with 35
students aged 7 to 8 years, the research employed a qualitative action-research approach that
combined interviews and classroom observations. Results show that implementing predictable and
attractive teaching routines, such as songs, games, and motor activities, significantly enhances
students' motivation and participation. Students showed a greater willingness to use English
spontaneously and less anxiety about learning the language. The study identified three key elements
for successful routines: predictability to create a safe learning environment, the incorporation of
cultural content to increase engagement, and the provision of constant positive reinforcement by
teachers. These structured approaches have helped to overcome common problems in rural
education, such as limited resources and a lack of familiarity with the English language. The limited
availability of technological resources, frequent absences, and the restricted number of hours
dedicated to English instruction hinder its widespread use. Recommendations include comparing
groups from rural and urban areas to assess whether teaching methods have a similar impact, as
well as using samples from different age groups. This research enhances our understanding of how
structured teaching methods can improve language learning in resource-limited settings by
promoting psychological safety and cultural relevance.
Keywords: motivation, teaching routines, English, rural areas
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RESUMEN
Este estudio investiga el impacto de las rutinas de enseñanza estructuradas en la motivación por
aprender inglés entre niños en entornos educativos rurales. Realizada en una escuela primaria
pública de Ecuador con 35 estudiantes de 7 a 8 años, la investigación empleó un enfoque cualitativo
de investigación-acción que combinó entrevistas y observaciones en el aula. Los resultados
muestran que la implementación de rutinas de enseñanza predecibles y atractivas, como canciones,
juegos y actividades motrices, mejora significativamente la motivación y la participación de los
estudiantes. Los estudiantes mostraron una mayor disposición a usar el inglés de forma espontánea
y menos ansiedad por aprender el idioma. El estudio identificó tres elementos clave para que las
rutinas sean exitosas: la previsibilidad para crear un entorno de aprendizaje seguro, la incorporación
de contenido cultural para aumentar el compromiso y el refuerzo positivo constante por parte de
los docentes. Estos enfoques estructurados han ayudado a superar problemas comunes en la
educación rural, como los recursos limitados y la falta de familiaridad con el idioma inglés. La
disponibilidad limitada de recursos tecnológicos, las ausencias frecuentes y el número reducido de
horas dedicadas a la enseñanza del inglés dificultan su uso generalizado. Las recomendaciones
incluyen comparar grupos de zonas rurales y urbanas para evaluar si los métodos de enseñanza
tienen un impacto similar y utilizar muestras de diferentes grupos etarios. Esta investigación mejora
nuestra comprensión de cómo los métodos de enseñanza estructurados pueden mejorar el
aprendizaje de idiomas en entornos con recursos limitados al promover la seguridad psicológica y
la relevancia cultural.
Palabras clave: motivación, rutinas de enseñanzas, inglés, áreas rurales
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INTRODUCTION
Learning English as a foreign language in rural contexts has faced persistent and
increasingly complex challenges in recent years. Factors such as the lack of up-to-date teaching
materials, limited teacher training in English language instruction, and minimal exposure to the
language outside the classroom have created a challenging environment for students (Shan & Aziz,
2022). Added to these conditions is an intangible yet decisive element: student motivation. As
López-Obregón & Rodas-Auquilla (2022) emphasize, when motivation is absent or weakened,
even the most creative teaching strategies lose effectiveness, limiting the possibilities for
meaningful learning.
Despite these difficulties, the relevance of learning English continues to grow on the global
stage. Mastery of the language not only provides access to international academic and career
opportunities but also enables participation in global communication networks and access to diverse
information. For this reason, developing and implementing innovative strategies that enhance rural
students’ motivation is an educational priority, especially in contexts where socioeconomic
conditions and infrastructure are unfavorable to foreign language learning.
Among the factors that decisively influence second language acquisition, motivation
occupies a central role. It can be classified as intrinsic when it arises from internal impulses, such
as curiosity, personal interest, or enjoyment of the activity, and extrinsic when it is supported by
external factors, including rewards, praise, or social recognition (Turabik & Baskan, 2015). Various
studies suggest that implementing structured routines in the classroom fosters both types of
motivation by creating a predictable, safe, and cognitively less demanding environment (DaSilva,
2023).
Well-designed routines also strengthen executive functions such as working memory, self-
regulation, and cognitive flexibility, which are essential for foreign language learning.
Additionally, they foster emotionally stable classroom environments that promote active
participation and confidence. Nevertheless, despite their potential, the use of routines as a
motivational strategy in rural contexts remains largely unexplored. Adverse socioeconomic
conditions, resource limitations, and a lower cultural appreciation for English often hinder their
adoption and impact (López-Obregón & Rodas-Auquilla, 2022).
From this perspective, the present study aims to address the question: How do structured
routines impact the intrinsic and extrinsic motivation of children learning English in rural
communities? To address this, the research examines the role of routines in fostering intrinsic
motivation through engagement and independent learning, assesses their impact on extrinsic
motivation through reinforcement systems, and identifies viable strategies for implementation in
contexts with limited resources. In doing so, it aims not only to contribute theoretically to the study
of motivation in language learning but also to provide practical tools that teachers can use to
optimize their interventions in rural classrooms.
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Literature Review
Motivation
Motivation is a complex, dynamic, and multidimensional psychological construct that
plays a central role in learning processes and students’ academic performance (Schunk et al., 2019;
Eccles & Wigfield, 2020). In general terms, it refers to the internal and external factors that drive
individuals to initiate, sustain, and direct goal-oriented behaviors, constituting an essential engine
that promotes active participation, persistence in the face of challenges, and improved academic
achievement (Vela et al., 2024; Hashemi et al., 2024). Its importance lies not only in determining
the level of effort students invest in their studies but also in shaping their attitudes, emotions, and
behaviors toward the learning process.
In the specific field of second language acquisition (SLA), motivation has been widely
recognized as a crucial factor in success. Research indicates that students with high levels of
motivation tend to achieve better results and show greater willingness to engage in communicative
activities, whereas a lack of motivation is often associated with low performance and disinterest in
learning (He & Li, 2023; Reséndez, 2023). Thus, motivation not only acts as a facilitating element
but also constitutes a necessary condition for students to overcome contextual limitations and the
inherent difficulties of learning a foreign language.
The complex nature of motivation has led to the development of various theories that seek
to explain its dimensions and impact on educational processes. Among them, Self-Determination
Theory (SDT) holds a prominent place, distinguishing between intrinsic motivation, which is based
on personal interest, enjoyment, and satisfaction derived from the activity itself, and extrinsic
motivation, which is driven by external factors such as rewards, recognition, or social pressure
(Hashemi et al., 2024). Likewise, the ARCS model (Attention, Relevance, Confidence, and
Satisfaction) provides a practical framework for understanding how teachers can design
pedagogical strategies that enhance motivation by capturing students’ attention, connecting
learning to their interests and contexts, fostering confidence in their abilities, and promoting
satisfaction from the achievements attained (Vela et al., 2024).
Another relevant aspect is the reciprocal relationship between motivation and academic
performance. Recent research shows that motivated students are more likely to adopt active
learning strategies, consistently participate in classroom activities, and maintain a positive attitude
toward the language acquisition process (Hashemi et al., 2024). This dynamic not only contributes
to the development of linguistic competencies but also strengthens learners’ self-confidence and
autonomy. Conversely, the absence of motivation tends to generate attitudes of disinterest, lack of
commitment, and abandonment of educational goals, which negatively affect academic outcomes
(He & Li, 2023).
Consequently, understanding motivation involves recognizing its role as a dynamic process
that constantly interacts with context, students’ needs, and the teaching strategies implemented. As
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Reséndez (2023) and Vela et al. (2024) point out, motivation not only shapes individual learning
trajectories but also has broader implications for pedagogical practices, since it enables educators
to design more inclusive, engaging, and effective learning environments. This requires attention to
the diversity of both intrinsic and extrinsic motivational sources, as well as the need to establish
connections between learning content and students’ everyday lives.
Teaching Routines
Teaching routines are systematic procedures and practices that educators establish and
maintain to facilitate learning and manage classroom dynamics (AERO, 2023). Their importance
is fundamental to students’ academic and social development, as they provide structure and
predictability, both of which are crucial for an effective learning environment. Teaching routines
play a crucial role in educational change, as they enhance organizational performance, particularly
in challenging situations (Merki et al., 2022). This adaptability of routines reflects a broader
understanding of the need for both self-regulated and collectively regulated learning strategies in
educational contexts.
In addition to their fundamental role in classroom management, teaching routines also
enhance students’ participation and cognitive development. Incorporating physical activity into
teaching routines has been shown to produce positive academic outcomes, particularly in early
childhood education. Nielsen-Rodríguez et al. (2021) highlight the importance of interactive
experiences that combine cognitive demands with physical activity, thereby fostering both physical
and mental skills. Teachers who effectively manage routines that promote this dual engagement
tend to create a more stimulating educational experience, fostering an environment in which
students can actively explore and manipulate their learning materials.
Moreover, teaching routines have a significant influence on interpersonal dynamics.
Karam’s study highlights the correlation between students’ expectations regarding instructor
punctuality and classroom structure and their overall learning experience. Students prefer a well-
organized classroom environment, which they associate with respect and appreciation from their
instructors (Karam, 2022). These expectations illustrate the psychological and social dimensions of
classroom management, highlighting how adherence to teaching routines can positively affect
student satisfaction and reduce stress.
The adaptation and evolution of teaching routines are crucial to addressing both immediate
educational demands and long-term curricular goals. Merki et al. emphasize the need for adaptive
routines, particularly in times of crisis, when traditional methods may prove inadequate (Merki et
al., 2022). In such scenarios, educators must reflect on and redesign their routines to meet the
changing needs of their students, indicating that teaching routines are dynamic elements of
educational practice.
To foster effective teaching routines, educators must receive professional development
support. Karam’s findings suggest that instructors who are competent in classroom management
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techniques show a greater ability to maintain organized routines, which ultimately benefits their
educational practice (Karam, 2022). Therefore, training and professional development should
integrate classroom management strategies that empower teachers to implement effective and
adaptable teaching routines in diverse scenarios.
Furthermore, the role of teaching routines transcends immediate educational frameworks.
Routine’s structure interacts among students and between students and teachers, fostering a
learning community in which both collaborative and independent skills thrive. Rodríguez et al.
demonstrate how well-structured routines can lead to enhanced physical activity and increased
cognitive engagement, laying the foundation for more profound learning experiences (Nielsen-
Rodríguez et al., 2021).
The interdependence between cognitive skills and routine practices suggests that educators
should not only focus on implementing routines but also on adapting them to promote meaningful
learning outcomes. This process requires continuous feedback and evaluation to ensure that
routines remain relevant and practical.
In addition, teaching routines contribute significantly to establishing a classroom culture.
When students become familiar with routines, they engage more readily with the curriculum and
feel a sense of belonging within the classroom community. The predictability of routines can reduce
anxiety, allowing students to focus on learning rather than the uncertainty of daily activities. This
aligns with the findings of Merki et al., which demonstrate how well-implemented routines can
improve organizational performance, especially in challenging contexts (Merki et al., 2022).
It is essential to highlight that the interaction between teaching routines and student
autonomy presents another dimension of educational dynamics. The structure provided by routines
should foster opportunities for student choice, prioritizing a balanced approach to academics.
Rodríguez et al. stress that teaching methodologies that encourage active participation and decision-
making enable students to develop the physical and cognitive competencies essential for their
holistic development (Nielsen-Rodríguez et al., 2021).
Teaching Routines as a Motivational Strategy
In the educational field, routines are more than just an organizational tool within the
classroom; they comprise compelling strategies that can help motivate students and increase their
willingness to acquire a new language. They can be defined as a pattern of predictable and
consistent behavior, helping to establish order and stability within the classroom, reducing
uncertainty and fear of what may come, and benefiting from the participation of students in
academic activities (DaSilva, 2023).
Classroom routines play the role of scaffolding, helping 'executive functions' such as
working memory, planning, cognitive flexibility, and emotional regulation, which are essential for
self-regulated learning and have been linked to long-term academic success (Best et al., 2011;
Diamond, 2013). Skills that are fundamental to maintaining high motivation in students, as they
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enable them to manage distractions and follow instructions autonomously (DaSilva, 2023). For
students, especially young children, the presence of clear and well-structured routines helps reduce
anxiety, promoting confidence that supports their increasing readiness to face challenges that arise
during the learning process.
Additionally, the routines help reduce cognitive load during the school day. Instead of
waiting for what will happen in each class, family patterns can guide students, which allows them
to engage in a deeper learning process. These structured classes are motivating because they are
accompanied by constant reinforcement, such as praise and recognition, which strengthens the
sense of achievement and promotes continuous participation (DaSilva, 2023).
Routines beyond the individual level function as collective practices that have an impact
on school culture and collaborative processes. According to Merki et al. (2023), routines are not
static, as they can be adapted to educational contexts and challenges. Their adaptability has been
shown to strengthen school climate and collaborative practices in diverse settings. Routines within
initial education or inclusion contexts are even more critical. The Head Start ECLKC framework
notes that predictable transitions reduce disruptive behavior and support language development,
creating a safe environment in which motivation naturally arises. When these environments are
created within the classroom, both academic skills and social and emotional foundations for lasting
motivation during learning are strengthened.
METHODOLOGY
Method
This study presents a qualitative action-research methodology to observe, implement, and
reflect on the use of teaching routines in English classes from rural areas. Action research was
selected because it allows the researcher to interact directly with the classroom environment,
thereby implementing changes in lesson structure to improve participant motivation. This method
facilitates continuous adjustment during the research process and promotes reflection, which is
essential in these classrooms, which are in rural and underserved areas.
Context and Participants
This study was conducted in one of the public schools located in a rural community in the
province of Esmeraldas, Ecuador. This area faces several challenges, including economic
difficulties, limited educational resources, and a cultural identity that significantly influences
students' language acquisition. This educational institution serves children from local peasant
families and the surrounding areas. Due to curricular restrictions, English classes are only offered
for a limited number of hours a week.
A total of 39 students, comprising 18 boys and 21 girls, aged 7 to 8, were invited to
participate. However, only 35 of them, 17 boys and 18 girls, were included, as parental consent was
required. All these students belong to local farming families and speak Spanish as their native
language, making the classroom their primary source of exposure to the English language.
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The teaching staff at this school face significant challenges, including large class sizes and
a shortage of teaching resources. However, the school's administrators supported and allowed the
implementation of teaching routines for 7 weeks. Participants were selected for this study due to
their convenience and accessibility.
Data Collection Instrument
During the research, which aimed to understand how teaching routines affect students'
motivation in rural English classes, two qualitative instruments were employed: Semi-structured
group interviews and classroom observations.
Semi-structured group interviews.
Pre- and post-interviews were conducted with participants from a rural school. These
interviews were conducted in Spanish and lasted approximately 20 minutes each for the respective
groups. Six groups participated, each consisting of five students. The interviews included three
questions, which made it possible to understand the participants’ motivation toward the language,
their favorite activities, and the challenges they faced. In addition, both sets of interviews were
analyzed to identify any changes or improvements in their motivation following the implementation
of the teaching routines.
Classroom observation.
For classroom observation, a checklist was designed to record key behaviors related to
participants' motivation and commitment during interventions. Observations were made over 12
sessions, both before and after the implementation of the teaching routines. Notes were taken on
the students' disposition, body language, willingness to participate, enthusiasm, concentration, and
collaboration with peers.
Data Analysis
To conduct the qualitative analysis, a thematic analysis approach was used, identifying
significant patterns and changes in participants' motivation after the implementation of the English
teaching routines. Participant interviews were transcribed, and classroom observation notes were
organized by date and type of activity. Coding was then applied to identify keywords or phrases
associated with perceptions of English and motivation to learn it. Thematic categories emerged,
including motivation to learn English, perceptions of teaching routines, changes in active
participation, and preferences for routine activities. Finally, the results of the pre- and post-surveys
were compared, allowing for an assessment of whether the routines increased student motivation
in the rural context studied.
Ethical Consideration
Strict ethical guidelines were followed in this study to ensure the well-being, safety, and
privacy of each participant. Because the participants were 7 or 8 years old, parental consent was
obtained from each participant through a letter of consent, which they signed, and authorization
was also requested from the institution's authorities. These documents shared the characteristics of
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the research with parents and authorities, and participants' consent to participate in data collection
activities was requested. During this study, anonymity and confidentiality were maintained. The
names of the participants or the institution were not mentioned in any reports or records, and all
data obtained were stored securely with restricted access. Interviews and classroom observations
were conducted in a peaceful manner to avoid any pressure or discomfort. The study also attempted
to adapt to the culture respectfully, with each activity and routine developed within the classroom,
taking into account the diverse backgrounds of the participants. Overall, this research emphasized
transparency, informed participation, and respect for the community.
Innovation
Description of intervention
The intervention was carried out over a period of seven weeks, during which students
participated in two sessions per week, each lasting two hours. Lesson planning was structured
around teaching routines as a strategy to enhance student motivation in English classes within a
rural school context. The objective was to transform traditional lessons characterized primarily by
the mechanical copying of vocabulary and minimal student participation into organized,
predictable, and engaging learning experiences.
The implementation of the structured routines began with the administration of a semi-
structured group pre-interview, conducted before the application of the strategies. This instrument
provided insight into students’ perceptions of English, their preferred activities, and the challenges
they encountered, revealing low levels of motivation, linked mainly to copying and memorization
tasks. Based on this initial diagnosis, the researcher designed and implemented structured teaching
routines to guide the classes throughout the intervention process.
Each session followed a fixed sequence of activities that were consistently repeated, with
slight adaptations depending on the topic. The routine began with an English greeting song,
fostering a positive and familiar atmosphere. This was followed by a brief warm-up activity or
game designed to capture students’ attention and stimulate engagement. Subsequently, vocabulary
related to the topic was introduced through images, videos, or simple audio materials, which were
incorporated into interactive activities. Learners then participated in practical tasks, such as
completing worksheets, giving simple presentations, or engaging in role-plays, allowing them to
practice the newly introduced content. Finally, each class concluded with a review of the material
and positive feedback, reinforcing both students’ confidence and motivation.
As the weeks progressed, students began to anticipate the sequence of activities,
demonstrating greater willingness to participate voluntarily and spontaneously use short
expressions in English. The consistent repetition of routines provided a sense of security,
contributing to a motivating and participatory learning environment.
The intervention concluded with the administration of a semi-structured post-interview,
employing the same questions as in the pre-interview. The findings indicated that structured
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routines can effectively transform a rigid and unmotivating classroom environment into a dynamic,
predictable, and culturally relevant learning experience. Students not only engaged actively but also
developed greater confidence in using English in everyday classroom situations. A detailed
schedule of the intervention is presented in Table 1.
Table 1
Intervention Schedule
Day
Experimental
1
Group Pre-Interview Application (Students learned the "Good Morning" song)
2
Introduction to the class routine: greeting song, warm-up activity. Introduction to
vocabulary: Alphabet. Activities with pictures and worksheets. Conclude with positive
feedback.
3
Greeting song, warm-up activity. Vocabulary introduction: Spelling my name.
Worksheet activities and presentations (My name is ……. and It’s spelled like this
……….). Closing with positive feedback.
4
Greeting song, warm-up activity. Vocabulary introduction: Body parts. Worksheet
activities and a pointing game (“Touch your nose”). Conclude with positive feedback.
5
Greeting song, warm-up activity. Vocabulary introduction: Clothes. Worksheet
activities. Close with positive feedback.
6
Greeting song, warm-up activity. Vocabulary introduction: Colors. Worksheet
activities. Closing with positive feedback.
7
Greeting song, warm-up activity. Vocabulary introduction: Emotions. Role-play (Hello,
I am Joy). Closing with positive feedback.
8
Greeting song, warm-up activity. Vocabulary introduction: Wild animals. Worksheet
activities. Closing with positive feedback.
9
Greeting song, warm-up activity. Vocabulary introduction: Domestic animals.
Worksheet activities. Closing with positive feedback.
10
Greeting song, warm-up activity. Vocabulary introduction: Family. Worksheet
activities. Closing with positive feedback.
11
Greeting song, warm-up activity. Vocabulary feedback: Family. Expositions (This is
my family…). Closing with positive feedback.
12
Greeting song, warm-up activity. Vocabulary introduction: Fruits. Worksheet activities.
Closing with positive feedback.
13
Greeting song, warm-up activity. Vocabulary introduction: Vegetables. Worksheet
activities. Close with positive feedback.
14
Application of post-group interview. General feedback and closing of the intervention.
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RESULTS AND DISCUSSION
The examination of pre- and post-interviews, as well as classroom observations, revealed
marked differences in students’ perceptions, emotions, motivation, and classroom behaviors after
the integration of the structured teaching routines. The main results are organized in four theme
categories, including (1) Perceptions of Teaching, (2) Emotional Responses, (3) Motivating
Activities, and (4) Behavioral Changes. Each theme presents the change in students and highlights
the reasoning behind the centrality of the routines as a transformational pedagogical tool, broadly
defined.
Theme 1: Perceptions of Teaching
Pre-interview Insights:
Before the intervention, students consistently described English classes as rigid and teacher
centered. The dominant practice involved the teacher writing on the blackboard while students
copied into their notebooks. Although this method ensured exposure to vocabulary items such as
numbers, colors, or fruits, it lacked interactive or communicative dimensions. Students recalled We
only wrote the numbers in English, and some emphasized that the teacher mainly explained while
they copied. This suggests a reliance on rote memorization as the principal teaching strategy, which
not only limited engagement but also reinforced a passive classroom culture where the teacher
served as the sole source of knowledge.
Post-interview Insights:
Following the introduction of structured routines, students reported a noticeable
transformation in the teaching style. They reported greater enthusiasm from their teacher and
recognized the inclusion of varied activities such as singing, the use of worksheets, and positive
feedback. One student highlighted, I like it when we sing before starting class, underscoring the
appreciation of predictable yet enjoyable openings that set the tone for learning. Generally, students
identified the teacher’s energy and motivational strategies as central to their enjoyment of the
lessons.
Interpretation:
The transformation in students’ perceptions highlights the critical role of teaching routines
in reshaping pedagogical practices from static, teacher centered models to more interactive and
dynamic ones. Structured teaching routines not only improved the variety of teaching strategies but
also provided a sense of order that facilitated learning. According to Merki et al. (2023), teaching
routines create a predictable framework that reduces uncertainty and fosters active participation.
The findings also echo Ryan and Deci’s (2020) Self-Determination Theory, particularly in relation
to competence and relatedness: by offering consistent structures, teachers enhanced students’
confidence in their abilities and strengthened their connection to classroom practices. Moreover,
the presence of enthusiastic and engaging teaching styles aligns with broader evidence that teacher
affect has a direct impact on student motivation and learning outcomes. In this case, routines served
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as both a pedagogical and motivational scaffold, enabling the teacher to deliver lessons that students
perceived as engaging, organized, and supportive.
Theme 2: Emotional Responses
Pre-interview Insights:
At the beginning of the study, students reported that English classes made them feel
“good,” “comfortable,” or “easy.” However, these emotional responses appeared superficial,
reflecting a minimal connection with the subject matter. Although English was occasionally
described as “fun,” classroom observations contradicted this sentiment, showing persistent signs of
anxiety, limited participation, and a lack of enthusiasm. Students seemed to rely on the teacher’s
presence rather than deriving intrinsic satisfaction from the learning process itself.
Post-interview Insights:
After the intervention, students expressed more positive and meaningful emotional
responses. They began to consistently use words like “happy,” “fun,” and “exciting” when
describing English lessons. Many emphasized that the inclusion of songs, games, and creative
activities made them look forward to classes. Observational data supported these claims: students
smiled more, maintained eye contact, and participated voluntarily. Importantly, routines provided
a sense of predictability that reduced anxiety, as learners no longer felt uncertain about what to
expect during lessons.
Interpretation:
The shift in emotional responses reveals how teaching routines act as a stabilizing force
that mitigates anxiety and fosters enjoyment in learning. DaSilva (2023) argues that teaching
routines free up cognitive resources by reducing uncertainty, enabling students to focus on learning
instead of worrying about what comes next. This study strongly supports that perspective: students
who previously displayed nervousness and disengagement now demonstrated confidence and joy.
Furthermore, Turabik and Baskan (2015) emphasize that intrinsic motivation grows when learning
is meaningful and enjoyable. By embedding playful and emotionally positive activities within
structured teaching routines, the intervention transformed English into a subject associated with
excitement rather than stress. This also aligns with Ryan and Deci’s (2020) concept of relatedness,
as students felt emotionally connected to the class, their peers, and their teacher, contributing to an
overall favorable emotional climate.
Theme 3: Motivating Activities
Pre-interview Insights:
Before teaching routines were implemented, class activities were mechanical and
repetitive, lacking variety and creativity. Students mostly copied vocabulary, such as numbers or
fruits, from the blackboard. Occasional games, such as Simon says, were present but irregular and
did not form part of the learning structure. Many students expressed a desire for more engaging
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activities, such as painting, drawing, or group work, suggesting that the lack of diversity hindered
their motivation.
Post-interview Insights:
With the introduction of routines, students described a wide range of motivating activities
that made English lessons more enjoyable. They particularly valued painting, drawing, and singing,
with one group highlighting, I like learning colors in English. The multisensory approach allowed
students to engage visually, auditorily, and kinesthetically, creating a more holistic learning
experience. Classroom observations confirmed that these activities generated sustained enthusiasm,
high levels of participation, and active collaboration.
Interpretation:
The integration of multisensory and playful activities within structured routines had a
profound impact on student motivation. By embedding variety into predictable structures, teachers
were able to capture and maintain students’ attention while also making lessons meaningful and
relevant. The ARCS model of motivation (Vela et al., 2024) provides a valuable lens for
understanding this change: routines captured students’ attention, built confidence through
structured practice, and provided satisfaction through enjoyable activities. This also reflects
Turabik and Baskan’s (2015) argument that intrinsic motivation is nurtured when tasks are both
meaningful and satisfying. Furthermore, DaSilva (2023) notes that predictability enables students
to allocate more energy to creative and challenging tasks. In this study, the routines functioned not
as rigid structures but as enabling frameworks that created the conditions for innovation and play
in the classroom.
Theme 4: Behavioral Changes (Observational Data)
Pre-intervention Insights:
Before the intervention, classroom observations revealed a generally passive learning
environment. Students demonstrated minimal participation and rarely used English spontaneously.
Transitions between activities were slow and disorganized, often accompanied by restlessness or
distraction. Students required constant reminders from the teacher and showed little initiative in
anticipating the next step of the lesson.
Post-intervention Insights:
After the implementation of routines, classroom behavior improved noticeably. Students
began to participate more actively, using short English expressions such as thank you and yes,
please without prompting. Transitions between tasks became smoother, with students often
anticipating what was coming next. Observers also noted more positive body language: students
smiled, appeared more relaxed, and displayed greater confidence compared to earlier sessions.
Interpretation:
These behavioral transformations underscore the role of teaching routines in fostering
autonomy, organization, and engagement. Predictable structures not only minimized confusion but
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also encouraged students to take responsibility for their participation. This supports Merki et al.
(2023), who emphasize the importance of routines in fostering stable and participatory
environments. Moreover, the findings align with Ryan and Deci’s (2020) Self-Determination
Theory, which emphasizes competence and autonomy as key drivers of motivation. By offering
clarity and consistency, routines enhanced students’ confidence to engage spontaneously in
English, reducing reliance on the teacher and fostering independence.
Table 1.
Contrast of Pre- and Post-Interview and Observation Findings
Group
Q1. What do they like
about the way the teacher
teaches English?
Q2. How do you
feel in English
class?
Q3. What activities
motivate them?
Group 1
Pre: The teacher wrote on the
blackboard without using
games. They copied the
numbers, colors, and
alphabet into their notebooks.
Post: They like it when they
sing together before starting
classes and when they draw
pictures. The classes are fun.
Pre: They felt good
and comfortable, and
they think English is
easy.
Post: They felt
happy and eager to
learn because the
classes were fun.
Pre: Written
vocabulary exercises
only. Post: They
enjoy painting and
learning new things.
Group 2
Pre: They liked everything,
but they learned little (fruits,
numbers), the traditional
method of copying.
Post: They enjoy the games
and the teacher's enthusiasm.
Pre: Easy and fun,
although with
limited learning.
Post: They enjoy
learning English;
they find it both easy
and fun.
Pre: Copy numbers
and fruits, without
games or variety.
Post: Drawing,
painting, and
working with
emotions.
Group 3
Pre: They liked it, but they
only copied vocabulary and
occasional games without
continuity.
Post: They like it because it
"teaches well" and explains
clearly.
Pre: They felt good,
easy, and fun class.
Post: Happy, they
see it as fun and easy.
Pre: They wanted to
paint, draw, and
share.
Post: Learning colors
and working on
emotions.
Group 4
Pre: They liked to learn
about fruits and play
"Captain Commands." The
teacher wrote and repeated.
Post: What they like most is
"learning" in itself.
Pre: They felt good,
easy, and fun.
Post: Feel good,
positive
environment.
Pre: Copying,
drawing, games like
"Captain
Commands" and
"warming bones."
Post: Painting and
drawing, creative
activities.
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Group 5
Pre: They liked it when I
asked questions, copied, and
painted.
Post: They like it when they
do dynamic classes (singing,
drawing, learning fun).
Pre: Some difficult,
some easy, and fun.
Post: Happy, easy,
and fun classes.
Pre: Copying.
Post: Painting,
drawing, learning
colors and emotions.
Group 6
Pre: They liked to copy
numbers and do physical
activities.
They appreciate their
enthusiasm and the variety of
activities they engage in
(singing, painting, drawing).
Pre: They felt good,
fun, not difficult.
Post: Happy,
motivated, fun, and
easy.
Pre: Copy numbers
and physical
exercises.
Post: Painting,
drawing, learning
colors and emotions.
CONCLUSION
This study aimed to explore how structured teaching routines can enhance motivation in
English classes for children from rural areas. Specifically, the objectives were to examine how
routines foster intrinsic and extrinsic motivation, assess their impact on student participation and
emotional responses, and identify viable strategies for resource-limited contexts. To achieve this, a
qualitative action-research approach was employed, utilizing two primary instruments: semi-
structured group interviews (pre- and post-intervention) and classroom observations conducted
using a checklist. These tools provided insights into students’ perceptions, emotions, and behaviors
before and after the implementation of teaching routines.
The findings demonstrate that structured teaching routines had a transformative effect on
students’ motivation and participation. Predictability and consistency reduced anxiety, while
multisensory and playful activities such as songs, games, and drawing created an engaging
environment that sustained interest. Cultural relevance further strengthened students’ connection
to English, making it meaningful in their daily lives. Most importantly, the teacher’s enthusiasm
and positive reinforcement amplified the effectiveness of the routines, encouraging spontaneous
use of English and active engagement. Overall, routines proved to be a low-cost, high-impact
strategy for improving language learning in rural schools.
Despite its contributions, the study faced some limitations. The lack of technological
resources limited the variety of activities and strategies, as classes were conducted without digital
or audiovisual tools. Additionally, the reduced number of instructional hours for English in the rural
curriculum restricted the time available to strengthen the impact of the routines.
Future research should consider comparing rural and urban contexts to determine whether
teaching routines have similar or different impacts on motivation depending on the school setting.
It is also recommended to examine the effectiveness of teaching routines across various age groups,
comparing young children, adolescents, and older learners.
Vol. 12/ Núm. 4 2025 pág. 152
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