The study explores the relationship between Dörnyei’s (2005, 2009) L2 motivational self system (L2MSS) and the English as a foreign language (EFL) learners’ instructional willingness to communicate (IWTC). It examines specifically the impact of the three elements of the L2MSS, that is, the ideal self, ought-to self, and learning experience, on the components of the IWTC. The study used a quantitative method of data collection from a two-part questionnaire; both parts were answered by the same participants. The questionnaire was adapted and modified to fit the needs of the Arabic participants, who were 247 Kuwaiti college students. A thorough confirmatory factor analysis was implemented to validate the L2MSS and IWTC questions. The outcomes of the study revealed that each part of the questionnaire was fit to test the data, and thus the tools were authenticated for future research in an Arabic context. In addition to highlighting the significant element of the motivational self, the study looked further into the construct of the IWTC and pinpointed its most important components. The findings show that the ideal self was significantly correlated with the learning responsibility component of the IWTC. The ought-to self was found to be insignificant, and the learning experience had no factor loading and thus was excluded.
This study explored the use of students’ L1 (Arabic) in one of Kuwait’s public institutions—namely, the Public Authority for Applied Education and Training (PAAET). The purpose of this study was three-fold: (1) to look at the functions of using L1, (2) to explore any comprehensibility issues and/or academic gains, and (3) to investigate any psychological issues students face when not using L1. The study employed a two-stage data collection phase, where a total of 278 students participated in the closed-ended questionnaire and 6 students participated in the semi-structured interviews. The results showed that students attach several important aspects to the use of L1 in their L2 classrooms. Students expressed that the inclusion of Arabic eases their intake from lectures and allows them to better understand the lectures’ content. However, the findings also indicated that students object to the overreliance on Arabic and instead prefer that teachers strike a balance between L1 and L2 use to maximize their learning.
The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.
Group work (GW) has been at the center of research for many years, and several positive attributes have been linked to its implementation in English language teaching (ELT) classrooms. This study explores Kuwaiti students’ views on the benefits and difficulties of GW in their general English and English for specific purposes (ESP) courses. A mixed-method approach, involving both qualitative and quantitative data, was implemented, and 290 individuals responded to the questionnaire of which 22 were interviewed. All participants were students in one of the only two public higher education institutions in Kuwait: Kuwait University (KU) or the Public Authority for Applied Education and Training (PAAET). The findings revealed that the majority of students agreed that GW presented ample benefits for their learning journey, and some of those positive attributes surpassed the education realm into their social and professional realms. However, the findings also showed a few negative issues raised about GW implementation.
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