In adult education, comprehending the motivational dynamics of student inmates attending English
as a Foreign Language (EFL) classes is essential. The present study focuses on Greek prison Second Chance Schools (SCSs) with the aim: a) to assess the influence of sociodemographic factors, including marital status, age, gender, and prior occupation, on inmates’ motivation to participate in EFL classes, b) to explore the intrinsic and extrinsic motivational factors that encourage inmates to engage in EFL classes, c) to investigate EFL instructors’ motivational strategies adopted in EFL classes, d) to examine EFL instructors’ views on the Curriculum of English literacy, and e) to probe
EFL instructors’ training for prison settings. More specifically, data collection was carried out from 2021 to 2024 and involved a population-based study of 400 inmates attending EFL classes, as well as EFL instructors working at SCSs in correctional institutions across Greece. The project adopted a quantitative and a qualitative approach. The quantitative approach was adopted to investigate inmates’ motivation in EFL classes using a questionnaire. In order to explore EFL instructors’ views, a qualitative approach was deemed the most appropriate. Within the qualitative approach of the study, the process included three phases: a) a preliminary study using a questionnaire, b) EFL instructors’ interviews, and c) classroom observation. According to the findings, marital status, age, gender, and previous employment were identified as factors influencing inmates’ motivation to participate in EFL classes. Moreover, the results highlight that inmates appeared to be more extrinsically motivated rather than intrinsically with the primary factor influencing them was ‘to
make my family proud’. With regard to EFL instructors, the findings revealed that they adopt several motivational strategies in order to motivate their student inmates. Further, they consider the Curriculum useful and engaging but it does not sufficiently address the specific educational and motivational inmates’ needs. Lastly, the study indicated a lack of training needs assessment and a gap in institutional support and professional development planning. Lastly, suggestions for pedagogical recommendations and future research are made.