Teacher Motivation at a Saudi Arabian Vocational College (original) (raw)
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This article reviews past research done on English as a foreign language learning motivation in Saudi Arabian universities from the last twenty years, in order to evaluate its impact on learning process and to find out the nature of motivation of EFL learners. It focuses on the studies of psychological theories of motivation which were tested in FL classrooms for their validation in Saudi universities. It has been observed that there are significant changes in EFL learners' learning level of motivation at different times in different contexts. Additionally, this review emphasizes the complexities seen in the relationships between teaching and learner motivation. Eventually, an attempt is made to clarify certain emerging truths and point out the most promising research directions.
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Arab World English Journal (AWEJ), 2017
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Dichotomy of Intrinsic Motivation in Omani Esl Classroom
European Journal of Education Studies, 2018
Getting something done is always about motivation. Generally, teaching English language to non native speakers takes so much of effort considering the diverse factors that shape the educative process. In a pedagogical vantage point though, success in ESL teaching may be possible through learners' own initiative or motivation. Motivation is viewed as the main factor affecting directly or indirectly English language learning and teaching (Gardner, 1985). This study ventured on the types of motivation of the foundation students of the Ministry of Health Nursing Institute in Oman. A modified and enhanced survey instrument from Gardner's Motivation and Attitude Test Battery instrumented the research flow which was augmented by triangulation method for reliable analysis. Findings reveal that students have closely inter-related reasons for learning English which fall in two major categories: such as “instrumental" and "integrative". Findings also show that students a...