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.

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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

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