The Impact of Social Support on EFL Learners’ Motivation at Iraqi Kurdistan Universities

Abdullah, Mohamad Yahya; Al-Mofti, Khaldoon Waleed Husam

doi:10.5539/mas.v11n7p51

Cited by 10 publications

(13 citation statements)

References 14 publications

(15 reference statements)

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“…Therefore, the researcher was motivated to conduct the current one. On the other hand, in the Iraqi EFL teaching and learning contexts, previous studies were mainly focused on EFL learner's motivation, for example, in Al-Mofti and Hussein (2019) and Abdullah and Al-Mofti (2017) or on EFL students' pragmatic competence Hussein and Al-Mofti (2014).…”

Section: Previous Studiesmentioning

confidence: 99%

Challenges of Implementing Formative Assessment

Al-Mofti

2020

KOYA UNIV J HUM SOC SCI

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Formative assessment (FA) is an essential element of EFL classrooms. It allows instructors to amend, adjust, and monitor the process of teaching to reach their desired goals. However, this form of assessment is often overlooked in Iraqi EFL classrooms. As such, this study aims to investigate the challenges of implementing the FA strategies by Iraqi EFL university instructors and their attitudes to improve its use effectively in teaching. The data for this study were gathered through the observation of six EFL classes and semi-structured interviews conducted with three EFL instructors from three different Iraqi universities. The results revealed that there are many challenges for FA strategies implementation. Some of them were related to the EFL instructors’ insufficient knowledge to conduct FA strategies effectively and also their inability to create assessment criteria for their tasks and activities. Moreover, the time-consuming nature of the FA strategies and time limit of the class sessions makes it impossible for the instructors to integrate these strategies into their teaching. Furthermore, the instructors also reported that their students do not have enough knowledge of FA strategies, and cannot be involved in their implementation. Finally, the study recommends that training is needed for the Iraqi EFL instructors especially those with less experience on how to integrate and use FA strategies in the classroom.

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Section: Previous Studiesmentioning

confidence: 99%

Challenges of Implementing Formative Assessment

Al-Mofti

2020

KOYA UNIV J HUM SOC SCI

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“…Dukungan sosial yang dirasakan dari keluarga, teman, orang-orang khusus yang diterima oleh mahasiswa, berkaitan dengan dan berkontribusi kepada motivasi belajar mahasiswa (Chen, 2015;Mata et al, 2012). Penelitian lainnya (Abdullah & Al-Mofti, 2017;DeFreese & Smith, 2013;Legault et al, 2006;Paul et al, 2015;Putri, 2018;Sambada, 2017;Sholihah, 2015;Vatankhah & Tanbakooei, 2014;Zulkarnain, Sari, & Purwadi, 2019) juga membuktikan bahwa adanya korelasi positif antara dukungan sosial (dari orang tua, guru dan teman sebaya) dan motivasi belajar mahasiswa. Semakin tinggi dukungan sosialnya, semakin tinggi juga motivasi belajar mahasiswa, bahkan dalam penelitian Permatasari (2018), dukungan sosial orang tua secara langsung…”

Section: Pembahasanunclassified

Motivasi Belajar Mahasiswa: Peran Dukungan Sosial Melalui Mediator Religiositas

Diana

Anshori

Nugraha

et al. 2021

An-Nafs

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Students’ motivation to learn has many important influences on university students. Motivation can increase learning involvement, learning autonomy, social presence and enrolment, critical thinking skills, writing skills, problem-solving skills, and learning achievement. This study aims to determine the effect of social support on student learning motivation through the mediator of religiosity. The research subjects were 202 students (male and female) at an Islamic university. The measuring instruments used are the Islamic Religiosity Scale from Nashori, the Multidimensional Scale of Perceived Social Support from Zimet, Dahlem, Zimet, and Farley, and the Learning Motivation Scale from Utami, Nashori, and Rachmawati. The data were analyzed using stepwise regression. The results showed that social support and religiosity influenced learning motivation. So, social support influenced learning motivation with religiosity as a full mediator.

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“…Despite the fact that the qualification between those two sorts of motivation is still essential while we are talking about motivation, the attitude towards extrinsic motivation has changed. Today, it is believed that intrinsic motivation and extrinsic reward-motivated learning (Topalov, 2011;Abdullah & Al-Mofti, 2017).…”

Section: B Extrinsic Motivationmentioning

confidence: 99%

A Qualitative Study on the Best Motivational Teaching Strategies in the Context of Oman: Perspectives of EFL Teachers

Abdullah¹,

Ghafri²,

Yahyai³

2019

ELT

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In the pedagogical process, lack of motivation becomes a controversial issue. In this qualitative study, the researcher intended to explore the best motivational teaching strategies from the perspectives of the EFL teachers at Buraimi University College (henceforth BUC) in Oman. Purposeful sampling was used in the selection of five EFL teachers in English language department at BUC. The protocol of interview (semi-structured interviews) was conducted for data collection. The obtained data provided by the participants was analysed using qualitative thematic analysis to answer the questions and accomplish the objective of the present study. The findings revealed that motivational strategies would not be applicable in any classroom without creating a helpful, interactive, engaging, and enjoyable environment. The participants of the current study believe in the vital role of playing games in stimulating the interest and enthusiasm of learners as well as giving fun and energetic environment. Besides, it is essential to inspire students with the feelings of a sense of accomplishment through helping them to set realistic goals according to their learning abilities and observe their progress once in a while. However, in any learning environment developing motivation is a difficult task for the teachers because students learn differently and every student is diverse in her way.

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The Impact of Social Support on EFL Learners’ Motivation at Iraqi Kurdistan Universities

Cited by 10 publications

References 14 publications

Challenges of Implementing Formative Assessment

Challenges of Implementing Formative Assessment

Motivasi Belajar Mahasiswa: Peran Dukungan Sosial Melalui Mediator Religiositas

A Qualitative Study on the Best Motivational Teaching Strategies in the Context of Oman: Perspectives of EFL Teachers

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