Vol. 12/ Núm. 4 2025 pág. 504
https://doi.org/10.69639/arandu.v12i4.1686
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
clirioq@uteq.edu.ec
https://orcid.org/0009-0005-7692-1679
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Jardel Coutinho dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Artículo recibido: 25 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
Vol. 12/ Núm. 4 2025 pág. 505
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
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
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
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 506
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
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
Vol. 12/ Núm. 4 2025 pág. 507
study of motivation in language learning but also to provide practical tools that teachers can use
to optimize their interventions in rural classrooms.
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).
study of motivation in language learning but also to provide practical tools that teachers can use
to optimize their interventions in rural classrooms.
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).
Vol. 12/ Núm. 4 2025 pág. 508
Consequently, understanding motivation involves recognizing its role as a dynamic
process that constantly interacts with context, students’ needs, and the teaching strategies
implemented. As 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.
Consequently, understanding motivation involves recognizing its role as a dynamic
process that constantly interacts with context, students’ needs, and the teaching strategies
implemented. As 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.
Vol. 12/ Núm. 4 2025 pág. 509
To foster effective teaching routines, educators must receive professional development
support. Karam’s findings suggest that instructors who are competent in classroom management
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).
To foster effective teaching routines, educators must receive professional development
support. Karam’s findings suggest that instructors who are competent in classroom management
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).
Vol. 12/ Núm. 4 2025 pág. 510
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
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
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
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
Vol. 12/ Núm. 4 2025 pág. 511
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.
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-
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.
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-
Vol. 12/ Núm. 4 2025 pág. 512
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 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
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 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
Vol. 12/ Núm. 4 2025 pág. 513
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
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.
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
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.
Vol. 12/ Núm. 4 2025 pág. 514
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.
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.
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.
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.
Vol. 12/ Núm. 4 2025 pág. 515
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 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
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 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
Vol. 12/ Núm. 4 2025 pág. 516
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
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
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
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
Vol. 12/ Núm. 4 2025 pág. 517
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 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
Pre: Copy numbers
and fruits, without
games or variety.
Post: Drawing,
painting, and working
with emotions.
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 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
Pre: Copy numbers
and fruits, without
games or variety.
Post: Drawing,
painting, and working
with emotions.
Vol. 12/ Núm. 4 2025 pág. 518
find it both easy and
fun.
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.
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-
find it both easy and
fun.
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.
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-
Vol. 12/ Núm. 4 2025 pág. 519
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.
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. 520
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Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and
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Learning And Individual Differences, 21(4), 327-336.
https://doi.org/10.1016/j.lindif.2011.01.007
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Diamond, A. (2012). Executive functions. Annual Review Of Psychology, 64(1), 135-168.
https://doi.org/10.1146/annurev-psych-113011-143750
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value
theory: A developmental, social cognitive, and sociocultural perspective on motivation.
Contemporary Educational Psychology, 61, 101859.
https://doi.org/10.1016/j.cedpsych.2020.101859
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as Foreign Language. Sprin Multidisciplinary Journal In Pashto Persian & English, 2(01),
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620. https://doi.org/10.31185/eduj.vol3.iss46.2856
López-Obregón, J. C., & Rodas-Auquilla, T. A. (2022). Teaching English as a foreign language
to rural education students. IUSTITIA SOCIALIS, 7(1), 25.
https://doi.org/10.35381/racji.v7i1.1700
Merki, K. M., Wullschleger, A., & Rechsteiner, B. (2022). Adapting routines in schools when
facing challenging situations: Extending previous theories on routines by considering
theories on self-regulated and collectively regulated learning. Journal Of Educational
Change, 24(3), 583-604. https://doi.org/10.1007/s10833-022-09459-1
Nielsen-Rodríguez, A., Romance, R., & Dobado-Castañeda, J. C. (2021). Teaching
Methodologies and School Organization in Early Childhood Education and Its Association
REFERENCES
Australian Education Research Organisation (AERO), Lemov, 2021, Archer, 2011, Hughes,
2011, Bennett, 2020, Chaffee, 2017, Simonsen, 2008, & Wong, 2018. (2023). Teaching
routines. In Classroom Management Explainer (pp. 1–4).
https://www.edresearch.edu.au/sites/default/files/2023-12/teaching-routines-aa.pdf
Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and
academic achievement from ages 5 to 17 in a large, representative national sample.
Learning And Individual Differences, 21(4), 327-336.
https://doi.org/10.1016/j.lindif.2011.01.007
DaSilva, M. (2023). The Power of Routines in the Classroom. Western University Teaching
Report. https://www.uwo.ca/fhs/lwm/teaching/dld2_2023_24/DaSilva_DLD22023.pdf
Diamond, A. (2012). Executive functions. Annual Review Of Psychology, 64(1), 135-168.
https://doi.org/10.1146/annurev-psych-113011-143750
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value
theory: A developmental, social cognitive, and sociocultural perspective on motivation.
Contemporary Educational Psychology, 61, 101859.
https://doi.org/10.1016/j.cedpsych.2020.101859
Hashemi, S. S. A., Fayaz, M. I., & Ramesh, F. (2024). Role of Motivation for Learning English
as Foreign Language. Sprin Multidisciplinary Journal In Pashto Persian & English, 2(01),
01-04. https://doi.org/10.55559/smjppe.v2i01.145
He, L., & Li, C. (2023). Motivation and Influencing Factors of the Second Language Acquisition
Based on the Grounded Theory. Asian Journal Of Education And Social Studies, 48(2), 92-
113. https://doi.org/10.9734/ajess/2023/v48i21055
Karam, H. G. (2022). The Management of Classroom Routines in Iraqi EFL University Teaching
from Instructors’ View Point. Journal Of Education College Wasit University, 3(46), 511-
620. https://doi.org/10.31185/eduj.vol3.iss46.2856
López-Obregón, J. C., & Rodas-Auquilla, T. A. (2022). Teaching English as a foreign language
to rural education students. IUSTITIA SOCIALIS, 7(1), 25.
https://doi.org/10.35381/racji.v7i1.1700
Merki, K. M., Wullschleger, A., & Rechsteiner, B. (2022). Adapting routines in schools when
facing challenging situations: Extending previous theories on routines by considering
theories on self-regulated and collectively regulated learning. Journal Of Educational
Change, 24(3), 583-604. https://doi.org/10.1007/s10833-022-09459-1
Nielsen-Rodríguez, A., Romance, R., & Dobado-Castañeda, J. C. (2021). Teaching
Methodologies and School Organization in Early Childhood Education and Its Association
Vol. 12/ Núm. 4 2025 pág. 521
with Physical Activity. International Journal Of Environmental Research And Public
Health, 18(7), 3836. https://doi.org/10.3390/ijerph18073836
Resendez, M. L. G. (2023). Motivation and Lack Thereof: Effects of Students’ Motivation on
Their Second/Foreign Language Learning Process. Open Journal For Psychological
Research, 7(1), 1-6. https://doi.org/10.32591/coas.ojpr.0701.01001g
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination
theory perspective: Definitions, theory, practices, and future directions. Contemporary
Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schunk, D. H., & DiBenedetto, M. K. (2019). Motivation and social cognitive theory.
Contemporary Educational Psychology, 60, 101832.
https://doi.org/10.1016/j.cedpsych.2019.101832
Shan, L. W., & Aziz, A. A. (2022). A Systematic Review of Teaching English in Rural Settings:
Challenges and Solutions. International Journal Of Academic Research In Business And
Social Sciences, 12(6). https://doi.org/10.6007/ijarbss/v12-i6/13869
Turabik, T., & Baskan, G. A. (2015). The Importance of Motivation Theories in Terms Of
Education Systems. Procedia - Social And Behavioral Sciences, 186, 1055-1063.
https://doi.org/10.1016/j.sbspro.2015.04.006
Vela, D. R. M., Mancheno, A. C. F., Castelo, E. M. S., & Chávez, M. V. P. (2024). Theories and
Applications of School Motivation: Exploring the Reciprocal Relationship with Academic
Achievement in Latin America. Journal Of Ecohumanism, 3(4), 2274-2281.
https://doi.org/10.62754/joe.v3i4.3752
with Physical Activity. International Journal Of Environmental Research And Public
Health, 18(7), 3836. https://doi.org/10.3390/ijerph18073836
Resendez, M. L. G. (2023). Motivation and Lack Thereof: Effects of Students’ Motivation on
Their Second/Foreign Language Learning Process. Open Journal For Psychological
Research, 7(1), 1-6. https://doi.org/10.32591/coas.ojpr.0701.01001g
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination
theory perspective: Definitions, theory, practices, and future directions. Contemporary
Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schunk, D. H., & DiBenedetto, M. K. (2019). Motivation and social cognitive theory.
Contemporary Educational Psychology, 60, 101832.
https://doi.org/10.1016/j.cedpsych.2019.101832
Shan, L. W., & Aziz, A. A. (2022). A Systematic Review of Teaching English in Rural Settings:
Challenges and Solutions. International Journal Of Academic Research In Business And
Social Sciences, 12(6). https://doi.org/10.6007/ijarbss/v12-i6/13869
Turabik, T., & Baskan, G. A. (2015). The Importance of Motivation Theories in Terms Of
Education Systems. Procedia - Social And Behavioral Sciences, 186, 1055-1063.
https://doi.org/10.1016/j.sbspro.2015.04.006
Vela, D. R. M., Mancheno, A. C. F., Castelo, E. M. S., & Chávez, M. V. P. (2024). Theories and
Applications of School Motivation: Exploring the Reciprocal Relationship with Academic
Achievement in Latin America. Journal Of Ecohumanism, 3(4), 2274-2281.
https://doi.org/10.62754/joe.v3i4.3752