LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:8 August 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

Celebrate India!
Unity in Diversity!!

HOME PAGE

Click Here for Back Issues of Language in India - From 2001

BOOKS FOR YOU TO READ AND DOWNLOAD FREE!

REFERENCE MATERIALS

BACK ISSUES

  • E-mail your articles and book-length reports in Microsoft Word to languageinindiaUSA@gmail.com.

  • PLEASE READ THE GUIDELINES GIVEN IN HOME PAGE IMMEDIATELY AFTER THE LIST OF CONTENTS.

  • Your articles and book-length reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.

  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2020
M. S. Thirumalai

Publisher: M. S. Thirumalai, Ph.D.
11249 Oregon Circle
Bloomington, MN 55438
USA
Custom Search

Gender Differences in the Use of Motivating Strategies in
Saudi Tertiary EFL Classrooms

Fahad Hamad Aljumah

Abstract

This research investigates how Saudi male and female English as Foreign Language (EFL) instructors in Riyadh, Saudi Arabia, had motivated students to learn English during regular classes. Forty instructors working in Saudi tertiary EFL classrooms completed a survey “questionnaire” comprising forty-three motivating strategies. Each statement in the survey was based on a five-point Likert scale that vacillates from "very important" to "unimportant." To analyze the data obtained from the survey, the researcher used means and standard deviation to decide the supreme and the smallest practiced teaching strategies in universities. Moreover, to determine if there was any difference between the two gender instructors on how Saudi tertiary EFL instructors viewed each strategy in terms of significance, the researcher used implicational statistics, t-test. On this matter, the research had shown that there is existed an outstanding resemblance in perceptions between the two genders of instructors. Instructors in Saudi tertiary EFL classes indicated that EFL instructors should make students feel accepted, wanted, worthy, and valued no matter their strengths and weaknesses. On the contrary, despite the importance of having a positive setting in the Saudi tertiary EFL classrooms, instructors considered this strategy the least practical technique for motivating their students. Due to time and sampling constraints, this study had its limitations; therefore, the researcher encourages other researchers to shed more light on motivating teaching strategies, as they are considered a critical factor in students’ success. The researcher also proposes that EFL curriculum developers retain curriculum resources in coordination with motivating strategies experienced by instructors.

Keywords: Motivating strategies, instructor performance, motivation, Saudi Tertiary EFL.

1. Introduction

The role of motivation has been largely researched in EFL research (e.g., Garcia-Sampedro & Prado, 2020; Cocca & Cocca, 2019; Dörnyei & Ushioda, 2011; Dörnyei, 1994, 2005, and 2010). Learning a foreign language (FL) is impacted by the learner’s level of motivation, according to Dörnyei (1998). It is thought that learners with an extraordinary level of motivation would be more determined to succeed than unmotivated learners (Dörnyei, 2010).

Students' level of motivation can be attributed to many factors. One of the key factors is EFL instructors' motivating strategies in classrooms. (Garcia-Sampedro & Prado, 2020; Guilloteaux & Dornyei, 2008). But compared to learning motivation by or in itself, this has not been thoroughly examined yet by researchers (Lee & Lin, 2019). Accordingly, this study sought to shed light on Saudi instructors' perceptions of the importance of motivating English teaching strategies. Moreover, this study concentrated on whether educational contexts (i.e., public) influence EFL instructors' use of motivating strategies.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Fahad Hamad Aljumah
Associate Professor of English, Applied Linguistics
English Language and Translation Department
College of Arabic Language and Social Studies
Qassim University, KSA
faljumah@qu.edu.sa
Custom Search
  • Click Here to Go to Creative Writing Section

  • Send your articles
    as an attachment
    to your e-mail to
    languageinindiaUSA@gmail.com.
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknowledged the work or works of others you used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian/South Asian scholarship.