Motivation in the EFL Classroom: A Comparative Analysis
Motivation plays a crucial role in the success of English as a Foreign Language (EFL) learning, influencing students’ engagement, persistence, and overall achievement. Two studies—Madrid et al. (1993) and Bahous, Bacha, and Nabhani (2011)—explore key motivational factors in EFL classrooms from different contexts. Madrid et al. (1993) focus on Andalusian classrooms across multiple educational levels, while Bahous et al. (2011) investigate EFL motivation in a Lebanese university setting.
Despite differences in their research contexts, both studies reveal similar concerns about student engagement and offer insights into improving motivation in language learning environments.
Key Factors Affecting Motivation
Instrumental Value and Practical Relevance
Both studies highlight that students are primarily motivated by the practical benefits of learning English. Madrid et al. (1993) emphasize instrumental motivation, wherein students view English as a tool for career advancement, travel, and higher education. Similarly, Bahous et al. (2011) report that students feel demotivated when they do not perceive a clear connection between language learning and their academic majors or future careers.
This suggests that EFL curricula should explicitly link language skills to students’ professional and academic aspirations to sustain motivation.
Role of Classroom Activities and Teaching Methods
The impact of classroom activities on motivation is a major theme in both studies. Madrid et al. (1993) found that students prefer engaging activities, such as watching videos, playing games, and conducting research outside the classroom, but these methods are rarely incorporated into traditional teaching.
Similarly, Bahous et al. (2011) argue that rigid syllabi limit teachers' ability to implement interactive and communicative learning strategies, leading to reduced student interest.
This suggests that EFL instruction should shift from traditional, textbook-centered approaches to more flexible, interactive, and communicative methods that align with student preferences.
Parental and Teacher Influence
Madrid et al. (1993) identify parental encouragement as a major motivational factor, particularly in early education. In contrast, Bahous et al. (2011) focus on the teacher’s role in motivation, emphasizing that rigid teaching methods and unengaging materials contribute to student demotivation.
While Madrid et al. (1993) rank teacher influence lower than instrumental and parental motivation, both studies suggest that teachers play a crucial role in maintaining student interest.
By using student-centered teaching approaches and selecting engaging materials, educators can create a more motivating and supportive learning environment (Madrid et al., 1993).
Challenges and Recommendations
Both studies underscore key challenges in English as a Foreign Language (EFL) education, particularly the overemphasis on writing skills, the rigidity of curricula, and the disconnect between course content and real-world applications.
Bahous et al. (2011) argue that a more balanced curriculum is necessary, advocating for an expansion beyond writing to incorporate listening, speaking, and interactive communication, thus fostering a more comprehensive language learning experience. In addition, Madrid et al. (1993) emphasize the importance of student-centered teaching approaches, suggesting that activities such as project-based learning and role-playing can enhance student engagement by aligning with their preferences.
Furthermore, Bahous et al. (2011) highlight the need for increased practical relevance in EFL instruction, recommending that courses should explicitly connect English proficiency to students' career and academic aspirations to sustain motivation.
To achieve these goals, both studies stress the necessity of greater teacher flexibility, as rigid curricula often limit instructors’ ability to adopt communicative language teaching strategies that could improve student motivation and participation (Madrid et al., 1993; Bahous et al., 2011).
By addressing these challenges through a more dynamic, student-centered, and practically relevant curriculum, EFL educators can create a more effective and engaging learning environment that better prepares students for real-world language use.
Madrid et al. (1993) and Bahous et al. (2011) provide complementary insights into motivation in EFL classrooms. While Madrid et al. (1993) highlight parental influence and instrumental value, Bahous et al. (2011) emphasize the importance of curriculum flexibility and engaging teaching methods.
Both studies suggest that a learner-centered approach, practical relevance, and interactive classroom activities can significantly enhance motivation. Future research should explore effective strategies for integrating communicative and flexible teaching methods into EFL curricula across different educational settings.
References
Bahous, R., Bacha, N. N., & Nabhani, M. (2011). Motivating students in the EFL classroom: A case study of perspectives. English Language Teaching, 4(3), 33-43. https://eric.ed.gov/?id=EJ1080730
Madrid, D., Ortega, J. L., Jiménez, S., Pérez, M. C., Hidalgo, E., Fernández, J., Pérez, M. B.,
García, M. M., Gomis, A., Verdejo, M. M., & Robinson, B. (1993). Sources of motivation
in the EFL classroom. VIII Jornadas Pedagógicas para la Enseñanza del Inglés, Granada:
GRETA, 1-3 October 1992, pp. 18-36.
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