Motivation and Learning Preferences of High School Students Learning English as a Foreign Language in Morocco.
Year: 1997
Type: article
Study design: Observational Study
Abstract: This study explores the motivation and learning preferences of high \nschool students in Morocco regarding their learning of English as a foreign \nlanguage. The study sought to identify the students' preferences in relation to a \nnumber of instructional practices, and to identify the nature and strength of their \nmotivation towards learning English. Teachers' views concerning the usefulness \nof different instructional practices were also investigated. A factor analysis of \nstudents' sources of motivation produced five factors, which were labelled \nintrinsic motivation, short-term instrumental motivation. long-term instrumental \nmotivation, social integrative motivation, and cultural integrative motivation. The \nstudents had well defined and coherent learning preferences. They were highly \nvisual and kinaesthetic, but weakly auditory. They highly valued cognitively \noriented activities which involved grammatical awareness. The students' \npreferences seemed to be at odds with their teachers' views, who saw \ncommunicative activities as the most useful for learning. Such findings suggest \nthat there is a need to bring teachers and students closer together, in a \nlearner-centred approach to teaching.
Source: OAR@UM (University of Malta)
Authors: Chris Kyriacou, Naima Benmansour
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W166131860