إستراتيجيات تعزيز دافعية الطلبة غير الناطقين باللغة العربية لتعليم اللغة العربية : المدارس الثانوية الدينية بولاية بـهانج نـموذجًا/
This study aims to investigate the importance of motivational strategies for Arabic Language teachers and what motivational strategies are used by teachers. It also aims to study whether there is a difference between teachers' importance placed on the motivational strategies and teacher's...
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| Format: | Thesis |
| Language: | Arabic |
| Published: |
Kuala Lumpur :
Kulliyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia,
2017
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | This study aims to investigate the importance of motivational strategies for Arabic Language teachers and what motivational strategies are used by teachers. It also aims to study whether there is a difference between teachers' importance placed on the motivational strategies and teacher's use of motivational strategies as well as the difference between teachers' use of motivational strategies and students' preference for them. Previous research has proven that the more motivated students have better achievement in L2 learning. Thus, the motivational strategies used by Arabic teachers are considered one of the most important elements to enhance students' L2 motivation. Altogether 31 Arabic language teachers from seven secondary Islamic schools in Pahang and their 145 students participated in the study. The main instruments were questionnaires designed to elicit the importance of each strategy and how often the teachers use each motivational strategy from a total of 30 motivational strategies, as well as how much each strategy was preferred by these Form 5 students. Descriptive statistics was used to report the mean values of the frequency levels of importance for each motivational strategy as well as the frequency levels of motivational strategy used and the students' preference for motivational strategies. T-test was applied to discover the difference between how much importance the teachers's attach to these strategies and Mann-Whitney test was applied to discover teachers' use and the students' preference. The results indicate that the teachers see both traditional and modern strategies as equally important but use more traditional strategies than innovative ones. Students prefer both strategies equally. A significant difference was found between the teachers' preferences and the use of motivational strategies. The results demonstrate that there is a significant difference between the teachers' use of motivational strategies and the students' preference. The difference was greater among innovative strategies than among traditional ones, meaning some innovative strategies are not used as much as they are preferred by the students, and vice versa. |
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| Physical Description: | [xiv], 101 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 83-90). |