NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1157072
Record Type: Journal
Publication Date: 2017-Oct
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0313-5373
The Contextual Motivational Conditions for L2 Pedagogy: A Case Study from the Arabian Gulf
Shah, Muhammad Athar
Australian Journal of Teacher Education, v42 n10 Article 1 p1-22 Oct 2017
This article reports on a mixed-method research study into situated motivational conditions available for the English language (L2) pedagogy at a university in Saudi Arabia. The current study evaluated the L2 Learning Experience of the students by focusing on the key contextual factors that included teachers' pedagogical practices, group dynamics in the classrooms, and English language course. Framed within the interpretive paradigm, the study utilised a structured questionnaire, followed by open-ended interviews with purposefully chosen language learners for data collection. The conceptual framework of the study was based on Dornyei's (2005, 2009) L2 Motivational Self System--one of the latest socio-dynamic perspectives on L2 motivation. Overall, the results revealed that motivational conditions available on the site for L2 pedagogy were inadequate. The findings of the research emphasised a need for recruitment of professional teachers through a rigorous selection process, and recommended the provision of more in-service teacher training opportunities with a special focus on developing motivational strategies for L2 classrooms. The study also stressed a participatory role for students in planning and pedagogical processes.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A