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ts in particular had become well-known as follows (1) ‘integrative orientation’, which reflects a positive disposition toward the L2 group and the desire to interact with and even become similar to valued members of that community; (2) ‘instrumental orientation’, where language learning is primarily associated with the potential pragmatic gains of L2 proficiency, such as getting a better job or a higher salary; and (3) the ‘integrative motive’, which is a complex construct made up of three main comment: (a) integrativeness (subsuming integrative orientation, interest in foreign languages, and attitudes toward the L2 community); (b) attitudes toward the learning situation (comprising attitudes toward the teacher and the course); and (c) motivation (made up of motivational intensity, desire and attitudes toward learning the language).

In addition, D?rnyei (n/a as cited in Schmitt, 2002, p. 176) also identified four principal aspects of motivational teaching practice including (1) ‘creating the basic motivational conditions’ (establishing rapport with the students; fostering a pleasant and supportive classroom atmosphere; developing a cohesive learner group with appropriate group norms); (2)‘generating initial student motivation’ (enhancing the learners’ L2-related values and attitudes; increasing the learners’ expectancy of success; increasing the learners’ goal-orientedness; making teaching materials relevant to the learners; creating realistic learner beliefs); (3) ‘maintaining and protecting motivation’ (making learning stimulating; setting specific learner goals; presenting tasks in a motivating way; protecting the learners’ self-esteem and increasing their self-confidence; allowing learners to maintain a positive social image; creating learner autonomy; promoting co-operation among the learners; promoting self-motivating strategies); and (4) ‘encouraging positive retrospective self-evaluation’ (providing motivational feedback; promoting motivational attributions; increasing learner satisfaction; offering rewards and grades in a motivating manner).

To ensure students smoothly progressed in learning and academic excellence, especially at classroom, teachers had to encourage students considering their performance because it linked the progressing and displaying of skills and abilities in period of instruction course. If so, students would be competence and achievement. Teachers also instructed students on peer mentoring to allow students teach and learn from each other both in and out classes activities (Miller, 2009). Also, teachers had to be model role and exhibited the type of behaviour expected from students and this was a crucial part of encouraging students adopted (Singham, 2005 as cited in Miller, 2009).

Moreover, Jones (2009) introduced a model of motivating students to engage learning called “The MUSIC Model” by covering five components of the instruction including empowerment, usefulness, success, interest, and caring. The model also guided teachers to design courses, firstly, which delegated the control of learning to students and level of students controlled depending on the difficulty of the content and it was likely differently from one student to another one, but students had to believe that had some control aspect of their learning. Secondly, teachers needed to explain the purposes of lessons and clear on its rel