Possible Selves, Motivation, and Classroom Practices: A Qualitative Enquiry with English Teachers in Dhaka, Bangladesh

Studies around the world show that students’ motivation for learning English as a foreign language is usually interconnected with teachers’ motivation. To explore this relationship, study investigated five Bangladeshi EFL early experiences, their visions of possible L2 selves, motivations becoming teachers and way they connect classroom teaching motivating students. This employed Motivational Self System (Dorney, 2005, 2009) theoretical framework. It was situated in constructivist paradigm using qualitative approach taking form narrative enquiry. Data collected from biographies in-depth interviews. The thematic analysis data revealed considerable academic socio-cultural challenges, improved motivational states either ‘Ideal Self’ or ‘L2 Learning Experiences’. Teachers Selves’ were found more aware generating vision. also influence social, economic, psychological, infrastructural, cultural factors on professional commitment. Therefore, has brought implications addressing these at an institutional political level to bring about attitudinal change towards profession Bangladesh.