Downloads: 13
Case Study | Language Research | Volume 15 Issue 8, August 2026 | Pages: 2055 - 2062 | Kenya
Teacher Maxims in English Language Lectures in Public Universities in Kenya: A Case Study of Moi University
Abstract: Globally, there is interest in second language teacher maxims in recent years because the principles teachers adopt can shape instructional practice and learner motivation. However, limited evidence is available on teacher maxims used in university English language education in Kenya. This study examined teacher maxims that enhance student motivation in English language lectures at a public university in Kenya. A quantitative case study was adopted. One hundred fourth year students in Bachelor of Education (Arts) studying English and Literature were selected through purposive and random sampling procedures. Data were collected using a student questionnaire which was analysed descriptively using percentages and means. The findings indicated that maxims of planning, encouragement, empowerment, efficiency, conformity, appropriateness, honesty and openness contributed to learner motivation, with particularly positive response to several instructional maxims. The study demonstrates the value of purposeful teacher maxims in supporting motivated participation in university English language learning. It recommends a greater attention to effective teacher maxims in language teacher preparation and professional practice.
Keywords: teacher maxims; learner motivation; English language; language Educators; higher education; Kenya
How to Cite?: Benter Oseno Gudu, Napwora Wekesa Jesse, "Teacher Maxims in English Language Lectures in Public Universities in Kenya: A Case Study of Moi University", Volume 15 Issue 8, August 2026, International Journal of Science and Research (IJSR), Pages: 2055-2062, https://www.ijsr.net/getabstract.php?paperid=SR26802180630, DOI: https://dx.doi.org/10.21275/SR26802180630