This study aims to investigate Teachers Specific Motivational Strategies (TSMSs) used in the L2 context of Sialkot, Pakistan as L2 motivation regarding teachers motivational behavior has been studied rarely. Moreover, it also intends to conduct a comparative analysis of the TSMSs used by Hungarian, Taiwanese, and Pakistani L2 teachers. Employing the quantitative approach, this study adopts the questionnaire as the major instrument of the data collection originally developed by Cheng &Dörnyei (2007a) and Dörnyei&Csizér (1998). The questionnaire is composed of 20 TSMSs items. The sample of this study is the forty-eight (48) experienced English teachers both males and females. Later, the data has been analyzed using SPSS version 22.0. The results validate all the TSMSs confirming that the significance and effectiveness of them in the present context. Further, the current study also introduces some new TSMSs that are also practical and applicable in the L2 context of Sialkot Pakistan. Thus, this study concludes that the role of the TSMSs in teacher-centered L2 context (as found in Pakistan) is highly important. It also suggests that the effectiveness of the TSMSs are culture or context-dependent. Lastly, this study implies that the TSMSs must be instructed to newly appointed L2 teachers in Sialkot Pakistan.
Key words: L2 Motivation; L2 Learning; L2 Classroom; Teachers Specific Motivational Strategies (TSMSs).
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