WAYS AND METHODS OF MOTIVATING PRIMARY SCHOOL PUPILS IN LITHUANIAN LANGUAGE LESSONS THROUGH INNOVATIVE TEACHING METHODS

Abstract

Relevance of the topic. The problem of learning motivation is highly relevant in the contemporary Lithuanian education system, especially in primary school Lithuanian language lessons. Motivation plays a crucial role in sustaining pupils’ interest, concentration, and academic progress. A lack of motivation often manifests through incomplete tasks, reluctance to participate, classroom distractions, and disruptive behavior. While learning motivation has been widely researched in psychology and pedagogy, there remains a lack of empirical studies that focus specifically on effective motivational strategies in Lithuanian language lessons at the primary school level. This study addresses the following pedagogical problem: which motivational methods and strategies encourage active learning and engagement of primary school pupils in Lithuanian language lessons?

Research object. Motivational methods and strategies applied in Lithuanian language lessons for primary school pupils at Klaipėda “Gilija” Primary School.

Research aim. To reveal the ways and methods that motivate primary school pupils in Lithuanian language lessons.

Research tasks:

1. To analyze the concept of learning motivation and the factors that stimulate it.
2. To examine the methods that motivate Lithuanian language learning in primary school settings.
3. To identify and assess the progress of 1st–4th grade pupils at Klaipėda “Gilija” Primary School after the implementation of motivational methods and strategies.

Research methodology. A mixed-method approach was applied. The theoretical part involved the analysis of scientific literature and educational policy documents, including the updated Lithuanian national curriculum (2022). The empirical part consisted of structured classroom observation based on V. Paužienė’s (2019) protocol and reflective diaries. A total of five Lithuanian language lessons were observed (three in grade 2, one in grade 1, and one in grade 3), and five lessons were conducted using innovative motivational methods (one in grade 4 and four in grades 2–3). Research ethics were respected throughout the study, ensuring confidentiality, integrity, and respect for participants.

Research results.

The observations revealed that traditional teaching practices, dominated by question–answer methods and individual tasks, often failed to stimulate pupil motivation. In many cases, only a small group of active pupils participated, while others remained passive or distracted. Lessons frequently lacked variety, visual aids, and interactive activities, which limited pupils’ engagement.

After the introduction of innovative motivational strategies, clear positive changes were observed. Lessons incorporating information and communication technologies (ICT), such as the interactive whiteboard, PowerPoint presentations, and online tools (Mentimeter, Quizzy), captured pupils’ attention and provided opportunities for real-time feedback. Pupils expressed enthusiasm toward interactive activities and valued the chance to participate actively. Pedagogical breaks, including short educational games and videos, helped sustain attention and reinforced newly acquired knowledge.

Additionally, lessons that began with engaging elements (e.g., storytelling, creative prompts, role play) successfully aroused curiosity and improved participation. The consistent use of verbal praise, encouragement, and peer assessment further strengthened pupils’ confidence and motivation. Collaborative methods fostered a positive classroom atmosphere, reduced disruptive behavior, and promoted peer support. Overall, innovative teaching methods created a more dynamic learning environment, enabling all pupils—not only the most active ones—to engage productively in Lithuanian language lessons.

Conclusions. The study demonstrated that effective motivation in primary school Lithuanian language lessons requires:

• starting lessons with engaging and curiosity-arousing activities;
• integrating ICT and interactive teaching tools;
• applying pedagogical breaks to sustain concentration;
• providing consistent and clear feedback;
• maintaining a supportive and inclusive classroom climate.

The results confirm that innovative motivational strategies not only reduce passivity and disruptive behavior but also enhance pupils’ intrinsic motivation and learning outcomes. Thus, teachers are encouraged to apply diverse and creative methods in order to foster active and meaningful learning experiences in primary education.