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This study aimed to explore elementary English teachers’ teaching professionalisms in terms of using motivational strategies as well as the influence of the teachers’ motivational practices on learners’ motivated behavior and vocabulary achievement. Two English teachers with different degrees of teaching professionalism participated in this study. The teachers, teaching the same 6th grade and using the same textbook, recorded 11 lesson videos, which were subsequently analyzed to measure their teaching professionalism, their use of motivational strategies, and learners’ motivated behaviors. The results indicated that the teachers differed in both their teaching professionalism, measured by the TEE evaluation tool developed by Imm et al. (2011), and the use of motivational strategies, measured by the Motivation Orientation of Language Teaching (MOLT) developed by Guilloteaux and Dörnyei (2008). In addition, differences emerged in learners’ motivational behaviors and vocabulary achievement, suggesting that the teacher with a greater degree of teaching professionalism who used more motivational strategies increased learners’ motivated behaviors and learning outcomes. These results support the possibility that teachers’ teaching professionalism can be revealed through their use of motivational strategies; furthermore, teachers’ motivational practice can have a positive effect on learners’ learning motivation and achievement.
