A good English teacher can be defined as a motivator in learning English. The present study investigated how often and in what ways the best English teachers utilized motivational strategies in their classrooms by using Keller’s attention, relevance, confidence, satisfaction (ARCS) model as a framework for the analysis. The teaching clips from “The Best English Teachers” produced by EBS (Educational Broadcasting System) were observed. At the same time, a frequency count was made on the use of ARCS motivational strategy by the twelve best English teachers. Even though their strategy uses were heavily concentrated on attention strategies (n = 354), other strategies (satisfaction: n = 149; confidence: n = 144; relevance: n = 131) were also effectively utilized. In addition, the Friedman test showed well-balanced use of ARCS strategies of the best English teachers in beginning, during, and closing phase of instruction. Suggestions were made for EFL teacher education based on the findings.

一个好的英语老师可以被定义为学习英语的动力。本研究通过使用凯勒的注意力、相关性、信心、满意度 (ARCS) 模型作为分析框架，调查了最好的英语教师在课堂上使用激励策略的频率和方式。观看了EBS（教育广播系统）制作的“最佳英语教师”的教学片段。同时，对十二位最佳英语教师使用ARCS激励策略的频率进行了统计。尽管他们的策略使用主要集中在注意力策略（n  = 354）、其他策略（满意度：n  = 149；信心：n  = 144；相关性：n = 131) 也被有效利用。此外，弗里德曼测试表明，最好的英语教师在教学的开始、期间和结束阶段均衡地使用了 ARCS 策略。根据调查结果对EFL教师教育提出了建议。