The Effects of Motivation and Other Factors on Second Language Acquisition: A Case Study on Achieving Advanced Oral Proficiency in English

Abstract

Abstract:This paper is based on a case study of Raya, a Palestinian Arab undergraduate student, at the University of Jordan, who has achieved level B1 according to The Common European Framework of Reference for Languages (CEFR) in listening and reading comprehension ('accomplished') and CEFR level B2 ('superior') in language form and meaning in English according to the TOEFL Junior Exam. Based on multiple data sources (i.e. interviews, observation, questionnaires and document analysis), the study aims to highlight how Raya's multiple identities as a language learner, avid film watcher, YouTube user and online gamer, and a (non) member of a target language community have contributed to her oral proficiency in English. The study also aims to emphasize some personal attributes that Raya has as a language learner in order to uncover the factors which have assisted or hampered her acquisition of English. The main finding of the case study is that Raya's English language proficiency has been enriched because of two overriding factors: firstly, integrative motivation (i.e. her love of English) highlighted through her immersion in the target language by her online identity, films and social interaction; and, secondly, instrumental motivation (i.e. using the language as a means to academic and professional advancement) in the sense she realized English was a way of helping her to achieve her goal of leaving her hometown and studying abroad. It is hoped that this study will inspire and inform both language learners and educators alike, as to some of the steps to success in acquiring proficiency in English or any other language.

Discourse Markers (DMs) in Classroom Oral Presentation of Arab Postgraduate Students

“…For Arab postgraduate students who study in Malaysian universities, conducting an oral presentation is a challenge because these students are not familiar with this teaching-learning method as it is not commonly employed in schools or universities in the Arab world (A Alghamdi, 2021). According to a number of studies that were conducted in the Arab world (Al-Hawamdeh & Al-Khanji, 2017;Al-Sobhi & Preece, 2018;Bianchi & Razeq, 2017;Khan & Salam, 2019), the teaching and learning of English in the Arab world has been to a great extent written exam-based and without much emphasis on speaking especially through oral presentations. Alamri and Al-Tunisi (2019) maintained that the educational system in the Arab countries still follow the traditional system that utilizes exam-based education and tends to ignore the importance of innovative learning techniques, such as the use of oral presentations.…”