Promoting Inclusion and Motivation in EFL Learning: Strategies for Success

Document Type : Original Article

Authors

1 The Open University of Sudan, Affiliated to Department of Languages & Translation, College of Science and Arts, Taibah University, Saudi Arabia

2 Department of English Language & Literature, College of Languages & Humanities, Qassim University, Saudi Arabia

Abstract

There are numerous factors that influence language learning success. However, one of the most significant factors is the learner's motivation to acquire the language for use in real-world situations. Research and practice indicate that learners with high motivation can succeed regardless of the circumstances. This study aims to identify effective strategies for promoting inclusion and motivation in English as a Foreign Language (EFL) learning. It will explore resources and tools that can support these strategies, investigate their impact on learners' participation and engagement levels, evaluate their effectiveness in achieving language learning goals, and provide recommendations for EFL educators. Concerning data collection required for investigating problems associated with the present study, the researchers used a qualitative data collection technique that involves gathering and processing numerical data to conduct statistical analysis. This research made use of the questionnaire as a method for collecting data and then ran those responses through SPSS for analysis. After collecting and analyzing the data, the study showed several significant findings, among which are the significance of inclusion and motivation in EFL classrooms, adopting effective strategies for promoting inclusion and motivation in EFL learning facilitates the learning process, and obtaining positive learners’ classroom engagement through inclusion and motivation. This study attempts to receive EFL instructors’ feedback regarding the utilization of inclusion and motivation as tools to enhance teaching and learning processes.

Keywords

References

Al-Hoorie, A. H., & Alshumaimeri, Y. A. (2020). Culturally responsive teaching in second language classrooms: A systematic review. Language Teaching Research, 24(2), 173-196. doi: 10.1177/1362168818763669
Al-Hoorie, A. H., & Alshumaimeri, Y. A. (2020). Culturally responsive teaching in second language classrooms: A systematic review. Language Teaching Research, 24(2), 173-196. doi: 10.1177/1362168818763669
Anderson, J., & Smith, M. (2018). Inclusive practices for English language learners: A guide to research-based practices. Routledge.
Bax, S., & Lamb, T. (2018). Teaching in low-resource classrooms. In The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc.
British Council. (2013). The English effect. https:// britishcouncil.org/sites/default/files/the-english-effect.pdf
Chen, M., & Chen, C. (2021). The effects of technology-enhanced instruction on EFL students' motivation, engagement, and learning outcomes. Computer Assisted Language Learning, 34(1), 1-23. doi: 10.1080/09588221.2019.1628826
Chen, M., & Chen, C. (2021). The effects of technology-enhanced instruction on EFL students' motivation, engagement, and learning outcomes. Computer Assisted Language Learning, 34(1), 1-23. doi: 10.1080/09588221.2019.1628826
Chen, Y., & Chen, Y. (2020). The impact of mobile apps on EFL learners' motivation and achievement. Journal of Language Teaching and Research, 11(6), 1084-1093.
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge/Taylor & Francis Group.
Flores, M. A., & Day, C. (2006). Contexts which promote or diminish teacher autonomy in secondary schools in Portugal. Educational Studies, 32(3), 229-241.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Hiver, P., & Al-Hoorie, A. H. (2019). Motivation in second language acquisition. John Benjamins Publishing Company.
Huang, J. (2018). Feedback and encouragement in the EFL writing classroom: A case study. English Language Teaching, 11(8), 1-9.
Kao, C. W., & Oxford, R. L. (2014). Validation of a Chinese version of the classroom participation questionnaire: Investigating relationships among motivation, participation, and learning in EFL classrooms. Language Learning, 64(2), 328-360.
Kim, S. (2019). The effects of task-based language teaching on intrinsic and extrinsic motivation in EFL learners. System, 85, 1-12.
Khazaie, S., Torabi, R., & Saghaee, A. (2020). Exploring the viability of augmented reality-based cognitive therapy of low working memory in English for medical purposes comprehension and performance. In th International Conference on Computer Games.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(4), 431-447.
Li, Q. (2020). Developing and validating a scale of inclusive language learning environment in EFL classrooms. Journal of Language Teaching and Research, 11(5), 705-715.
Li, Y., & Wang, L. (2019). The effects of flipped classroom on EFL learners' English listening comprehension and motivation. Journal of Language Teaching and Research, 10(6), 1167-1178.
Lin, S. Y. (2020). A study of the relationship between EFL students' intrinsic/extrinsic motivation and vocabulary learning strategies. English Language Teaching, 13(10), 1-14.
Liu, L., & Littlewood, W. (2019). Active learning in the EFL classroom: A case study of project-based learning. Journal of Language Teaching and Research, 10(1), 92-98.
Liu, M., & Li, J. (2021). Effects of online language learning platforms on EFL learners' motivation and autonomy. Computer Assisted Language Learning, 34(2), 115-142.
Ma, Q., & Wang, B. (2021). The effect of flipped classroom on EFL learners' motivation and achievement: A meta-analysis. Computer Assisted Language Learning, 34(1), 1-31.
Murray, D. E. (2018). Multicultural education and culturally responsive teaching. In Handbook of Research on Teaching. Routledge.
Nafissi, Z., & Kashi, E. (2022). The effect of portfolio assessment on EFL learners' intrinsic and extrinsic motivation. Journal of Language Teaching and Research, 13(4), 837-848.
Saville-Troike, M., & Barto, K. (2017). Introducing second language acquisition. Cambridge University Press.‏
Schenker, T. (2018). The use of gamification in EFL teaching and learning. Journal of Language Teaching and Research, 9(2), 301-312.
Song, B., & Huang, H. (2018). The effect of active learning on EFL students' motivation and autonomy. English Language Teaching, 11(11), 1-9.
Teng, L. S., Yuan, R. E., & Sun, P. P. (2020). A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts. System, 88, 102182.‏
Wang, J., & Li, Y. (2019). The effects of self-assessment on EFL learners' motivation and achievement. English Language Teaching, 12(9), 1-13.
Wang, Y. C., & Yeh, H. T. (2019). The effectiveness of project-based learning in EFL classrooms: A meta-analysis. Journal of Educational Technology & Society, 22(2), 133-146.
Yeh, H. T., & Wang, Y. C. (2019). The impact of educational technology on EFL learners' motivation and performance: A mixed-methods study. Computers & Education, 129, 37-52.
Zhang, Y., & Zhang, Y. (2023). The relationship between EFL learners' motivation and willingness to communicate on social media. English Language Teaching, 16(3), 1-12.
Teaching English Language
Volume 18, Issue 1
January 2024
Pages 127-158

Files

History

  • Receive Date: 11 January 2024
  • Revise Date: 06 March 2024
  • Accept Date: 22 April 2024

Share

How to cite

Statistics