Sharing the Sharing the Burden forBurden for

Language Learning Language Learning MotivationMotivation

Dr. A.K. KrippsDr. A.K. Kripps

Salalah College of TechnologySalalah College of Technology

There are some key variables whose There are some key variables whose “absence can cancel or significantly “absence can cancel or significantly weaken” motivational teaching and weaken” motivational teaching and language learning motivation language learning motivation (Dörnyei & Ottó, 1998, p. 46).(Dörnyei & Ottó, 1998, p. 46).

LLM Research by Country

(1980-2013)Country Total Country Total

KSA 14 Libya 2

UAE 8 Oman 2

Kuwait 5 Palestine 2

Jordan 4 Bahrain 1

Lebanon 3 Egypt 1

Yemen 3 Qatar 1

USA (various) 1

LLM Models in ELT & FLLLM Models in ELT & FL

Dichotomous Multidimensional

instrumental/integrative

(Clément & Kruidenier, 1983; Gardner & Lambert, 1972; Williams & Burden, 1997).

intrinsic/extrinsic

(Deci & Ryan, 1985; Ryan & Deci, 2000)

3 levels (language, learner & situation), 7 dimensions + multiple factors

(Dörnyei, 1994, 1998; Dörnyei & Csizér, 1998; Dörnyei & Clément, 2001; Dörnyei, 2003, 2014; Csizér, & Dörnyei, 2005)

instrumental motivationinstrumental motivation(Gardner & Lambert, 1972; Williams & Burden, 1997)(Gardner & Lambert, 1972; Williams & Burden, 1997)

good gradesgood grades good job & salarygood job & salary support, encouragement & support, encouragement &

expectations from teacher, peer & expectations from teacher, peer & parentsparents

extrinsic motivationextrinsic motivation(Deci & Ryan, 1985; Brown, 1990)(Deci & Ryan, 1985; Brown, 1990)

approval, praise, rewards, approval, praise, rewards, punishment, threats from teachers, punishment, threats from teachers, parents, signficant othersparents, signficant others

grades & testsgrades & tests

LLM Research in Middle LLM Research in Middle East: dichotomous East: dichotomous

modelsmodels (e.g. Makrami, 2010; Zanghar, 2012;

Tahaineh & Daana, 2013)

Multidimensional ModelMultidimensional Model

Language LevelLanguage Level Learner LevelLearner Level Learning Situation LevelLearning Situation Level

Language LevelLanguage Level

attitudes toward the English language, culture & native speakers

Learner Level

need for achievement & self-confidence

Learning Situation Level

group dynamics & sociability of learners

instructional materials and methods teacher behavior, attitude &

feedback

Ministry of ManpowerDirectorate General of Colleges of Technology

Sultanate of Oman

Common Pedagogical Common Pedagogical FrameworkFramework

“The CoTs are guided by the principle of motivating students to learn, …”

“Teachers should be able to facilitate acquisition of knowledge, and skills by establishing a classroom atmosphere conducive to learning through responsible behavior and pro-social attitude among students”

All within teacher’s All within teacher’s control?control?

Institutional

class size curriculum design education policy instructional materials mixed proficiency-level classes teaching practices

Psycho-Social FactorsPsycho-Social Factors

Societal FactorsSocietal Factors

Home EnvironmentHome Environment

attitude & expectations

Foundation Students?Foundation Students?

Institutional vs Institutional vs Psycho-Social & Societal Psycho-Social & Societal

Factors Factors How do they interact?How do they interact? Resulting classroom atmosphere?Resulting classroom atmosphere?

How do they interact?How do they interact?

UAE public schools(Qashoa, 2006)

SQU foundation learners(Al-Mahrooqi, 2012)

negative attitude toward teachers

34.4% 85%

negative attitude toward curriculum

65.6% 80%

unsupportive parents

3% 23%

peer discouragement

27% 2%

classroom classroom atmosphereatmosphere

* class size* curriculum design* education policy* instructional materials* mixed proficiency-level classes* teaching practices

““We simply cannot afford to We simply cannot afford to continuously strive to achieve super-continuously strive to achieve super-motivator status; if we do so, we will motivator status; if we do so, we will end up being burned out” (Dörnyei, end up being burned out” (Dörnyei, 2014, p. 523).2014, p. 523).

Solutions?Solutions?

(see handout)(see handout)

Thank YouThank You