Intervention Strategies for Student and Teacher Related Demotivating Factors in English Language Learning (Published)
This study aimed to investigate the topmost intervention strategies that can prevent the effects of student and teacher-related demotivating factors in English language learning. The five-point Likert scale “Intervention Strategies for Student and Teacher-Related Demotivating Factors in English Language Learning” questionnaire was used in collecting data to answer the research questions. The questionnaire is consisted of 60 strategies that are designed to prevent student and teacher-related demotivating factors. The analysis of the gathered data revealed the following results. On student related demotivating factors, the following intervention strategies emerged as the most accepted techniques in preventing demotivation caused by poor learning styles, negative personality, and low competence: 1. review lessons and activities before the class; 2. avoid making noise/disturbances in the class; and 3. listen attentively to lessons that are difficult to understand. On teacher related demotivating factors, the following intervention strategies emerged as the most accepted methods in the prevention of demotivation caused by poor teaching styles, negative personality, and low competence: 1. provide activities that help students understand the lessons; 2. recognize good performances in the class; and 3. explain clearly difficult lessons. On the other hand, the following intervention strategies are perceived as the least accepted approaches in dealing with demotivation for both student and teacher related factors: (students) 1. identify strategies that help him understand the lesson; 2. accept teacher’s opinions that are against his ideas; 3. discover learning strategies that help him comprehend; (teachers) 1. relate the subject matter to students’ experiences; 2. accept consultation outside class hours; and 3. ask advice on how to easily teach a specific lesson.
Keywords: English Language Learning, Intervention strategies, Motivation Strategies, demotivating factors
Using CRT-Based Forums to Develop Self-Efficacy of Secondary EFL Teachers’ In Kuwait (Published)
The aim of this study was to assess the impact of critical reflective thinking (CRT)-based forums in developing EFL teachers’ self-efficacy in Kuwait. Subsidiary aims of the study include: ascertaining EFL teachers’ perceptions of their own teaching skills and motivation strategies both before and after CRT-based forums implementation. The quasi-experimental research design was seen to be the most appropriate for fulfilling the aims of the study. Data were collected over two phases. At the pre-intervention phase data were collected via two instruments. These were (1) Self-Efficacy Scale for Teaching Skills (SESTS) and (2) Self-Efficacy Scale for Motivation Strategies (SESMS). To assess the impact of CRT-based forums at the post-intervention phase, participants were asked to respond to the same scales in addition to a self-reflection form that asked them to articulate their reactions and assessments of the professional development experience they participated in. Participants’ responses to both scales were analyzed quantitatively whereas their responses to the self-reflection form were analyzed qualitatively. The study participants were 93 female secondary school EFL teachers in Kuwait. They belonged to fairly common academic, social and cultural backgrounds. The CRT-based forums addressed thinking maps as a teaching learning strategy that could be successfully implemented in EFL contexts. Analysis of data indicated a positive impact of the CRT-based forums on developing female secondary school EFL teachers’ self-efficacy as for their own language teaching skills and motivation strategies. Findings of the study were discussed and a set of implications and recommendations were highlighted.
Keywords: Critical-Reflective Thinking (CRT), Language Teaching Skills, Motivation Strategies, Self-Efficacy, Thinking Maps