Bücher von Fakieh Alrabai

Niniejsze studium badäo d¿ugoterminowo skuteczno¿¿ niektórych strategii motywacyjnych w promowaniu motywacji L2 w¿ród saudyjskich uczniów w ich klasach EFL. Studium przeprowadzi¿o badania empiryczne w dwóch etapach. W pierwszym etapie ustalono kolejno¿¿ najwäniejszych strategii w rankingu. W drugim etapie 296 studentów EFL zostäo losowo podzielonych na dwie grupy: grup¿ eksperymentaln¿, w której siedmiu nauczycieli stosowäo 10 wybranych strategii motywacyjnych na swoich zaj¿ciach, oraz grup¿ kontroln¿, w której kolejnych siedmiu nauczycieli stosowäo tradycyjny sposób nauczania. Kwestionariusze motywacyjne, jak równie¿ obserwacje klasy i protoko¿y oceny nauczyciela po lekcji zostäy wykorzystane do oceny praktyk motywacyjnych nauczycieli i motywowanych zachowä uczniów w klasie na pocz¿tku i na ko¿cu okresu eksperymentalnego. Analizy statystyczne zebranych danych wyränie wykazäy znacz¿cy wzrost poziomu motywacji u uczniów w grupie eksperymentalnej, ale nie w grupie kontrolnej. Badanie to mo¿e by¿ potencjalnie interesuj¿ce i pomocne dla badaczy w dziedzinie lingwistyki i przyswajania j¿zyka drugiego/obcego, jak równie¿ dla nauczycieli ESL/EFL.

This guide book is designed in response to the overwhelming need to find some practical techniques to control learners foreign language anxiety and to promote their motivation to learn English as a foreign language. Anxiety-controlling strategies provided in this guide are practical means developed to tackle anxiety sources that usually stem from learner's characteristics, learner's beliefs about learning a foreign language, teacher's characteristics, language testing, classroom atmosphere, learning procedures, etc. Motivation-promoting strategies involve those targeting situation-specific learner motivational dispositions, such as developing a positive relationship with learners; and promoting learner curiosity, self-confidence, and autonomy.

This book presents the results of an experimental study designed to measure the levels of intrinsic motivation in learners of English as a foreign language in Saudi Arabia. The book starts with a comprehensive review of related literature that explains how previous studies and scholarly sources have dealt with the topic of the study (intrinsic motivation). It then reports on how the experimental investigation was conducted. As part of the study, a 28-item structured survey was administered to a randomly selected sample of 55 Saudi EFL learners from public schools and universities. Data collected through the study were subjected to some basic statistical analyses, such as "mean" and "standard deviation". Based on the results from the analyses, a number of generalizations and conclusions are made in relation to the role of intrinsic motivation in the attainment of English as a foreign language in the Saudi educational setting. In addition, some recommendations are offered, which may enable Saudi teachers and learners of English as a foreign language to achieve better learning outcomes in an area widely associated by Saudis with lack of success.

This study examined longitudinally the effectiveness of some motivational strategies in promoting the L2 motivation of Saudi learners in their EFL classes. The study conducted empirical investigations over two stages. In the first stage, the rank order of the most important strategies was obtained. In the second stage, 296 EFL students were randomly divided into two groups: an experimental group that was exposed to the 10 pre-selected motivational strategies in their classes by seven teachers, and a control group in which another seven teachers followed the traditional way of teaching. Motivation questionnaires as well as classroom observations and teacher post-lesson evaluation protocols were used to assess the teachers'' motivational practices and students'' motivated behaviours in the classroom at the start and the end of the experimental period. The statistical analyses of the collected data clearly showed a significant rise in motivational levels for students in the experimental, but not the control group. This study could be of potential interest and help for researchers in the field of linguistics and second/foreign language acquisition as well as for ESL/EFL teachers.