The Viewpoints of English Language Instructors toward the Student Learning Motivation in the Academic Curriculum

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SALIMI J.; ASADI M.

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Journal: JOURNAL OF THEORY AND PRACTICE IN CURRICULUM Year:2019 | Volume:6 | Issue:12 Page(s): 167-203

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Information Journal Paper

Title

The Viewpoints of English Language Instructors toward the Student Learning Motivation in the Academic Curriculum

Author(s)

SALIMI J. | ASADI M. | Issue Writer Certificate

Keywords

higher educationQ2

English language teachingQ1

motivation based instructionQ1

undergraduate studentsQ1

and instructors’viewpointsQ1

Abstract

One of the problems of students’ transition from secondary education to higher education, is the weakness of English language skills along with the shortage of incentive to improve their learning. The purpose of this study was to re-explore the motivation to English learning in undergraduate students and the factors affecting it from the viewpoint of English language instructors in universities. This research was conducted using qualitative approach and Grounded Theory strategy. The population of study included all the English language instructors in the public universities of Sanandaj. And 14 individuals were selected purposefully using theoretical sampling, and theoretical saturation of data was the end of sampling basis. The instrument used was the semi-structured qualitative interview. The process of coding and modeling of qualitative data, has been done through qualitative data analysis software (MAXQDA 11). Reflexivity strategy was used to determine the validity of the process of coding and interpreting qualitative data. According to the findings, pedagogical themes; structural themes and motivational themes are described by explaining "Motivation-based Education" model as a focal theme, along with the causal conditions (with concepts of active teaching methods, teaching-learning process, and Appropriateness of content), the interventionist conditions (with concepts of cultural features, and educational challenges) and the contextual conditions (with concepts of emotional attitudes, and perception components). The strategies include strengthening pedagogical themes and modifying structural themes, and the outcomes include improvement of the motivational themes in learning English language.

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APA: Copy

SALIMI, J., & ASADI, M.. (2019). The Viewpoints of English Language Instructors toward the Student Learning Motivation in the Academic Curriculum. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, 6(12 ), 167-203. SID. https://sid.ir/paper/241874/en

Vancouver: Copy

SALIMI J., ASADI M.. The Viewpoints of English Language Instructors toward the Student Learning Motivation in the Academic Curriculum. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM[Internet]. 2019;6(12 ):167-203. Available from: https://sid.ir/paper/241874/en

IEEE: Copy

J. SALIMI, and M. ASADI, “The Viewpoints of English Language Instructors toward the Student Learning Motivation in the Academic Curriculum,” JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, vol. 6, no. 12 , pp. 167–203, 2019, [Online]. Available: https://sid.ir/paper/241874/en

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