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Motivational Strategies in Language Instruction Introduction The purpose of the research proposal is to explore the motivational strategies employed by educators, policy makers and those needed by student of language instruction. In addition, the objective is to identify the shape of the motivational strategies that are needed to teach the language. No doubt, motivation is a key and useful management tool that policy makers and administrators employ to achieve policy ambitions. Language instruction especially teaching the foreign language has significant benefits and has attracted governments, educational institutions, foundations to set up programs for the teaching of foreign language. One of the reasons is as we lived in the global connected world; language plays an essential role to enhance understanding, corporation and cultural exchange (Martin, Ginns, & Papworth, 2017). In fact, it is very common to find a department of modern languages in every university, which gives the opportunity to both students and instructors to conduct research and promote the understanding and literacy of such languages. It is therefore important to identify what are the desired motivational strategies to make the teaching of foreign languages effective, in other words what are the instructors’ and students’ preferences as a motivational strategy. The research will review resources such as academic articles, journals, books, and annual reports for educational institutions and foundations whose activities related to the teaching of foreign languages with the objective of providing answer to motivational dynamism of teaching languages. In the end, the research paper will provide a set of recommendation as a motivational strategy for the teaching of foreign. In the teaching and learning of foreign language both the teachers and the students have their own motives, in other words each part has expectations. In order to ensure that the expectations are aligned, there is the need for discussion and collaboration to understand each side desires. The management function of motivation comes to build a relationship that could make both expectations of the teachers and students achievable (Zylstra, 2017, June). In this context, the teaching of foreign language fits into finding out what is desirable collaboration between teachers and students to make the teaching of foreign languages mutually beneficial to both. Therefore, we can state that motivation once adopted in the teaching and learning of foreign language it will enhance cognitive learning that understands of comprehension. It is based on this importance that the paper seeks provide a thorough recommendation of an ideal motivation strategy to improve the actualization both teachers’ and students’ expectations in the teaching and learning of foreign language, respectively (Ding, Kim, & Orey, 2017). How to improve student motivation 1. Offer a sense of control to students It is of great importance in giving students a chance to decide on what needs to be in the classrooms and take control of some of their activities. When giving examples, it motivates to ask students to choose from an exercise which question a teacher should use a s an example in making them develop a better understanding of a topic (Jones, 2017). 2. Make clear objectives As an instructor, clear objectives must be defined to help students understand of what is expected of them and the learning objectives. Nothing can be beneficial if they study without knowing what should be gained from such a study. When a course is beginning, clear objectives and goals must be laid down to help students set targets towards achieving the recommended outcome of every lesson (Martin, Martin, & Evans, 2017). 3. Ensure the environment is threat-free Threatening students with punishment or any other way of making them fear can lead to poor performance in learning. A safe and secure environment must be created to allow proper communication and expressing their views without fear of the consequences of their opinions and responses (Schiefele, 2017). 4. Use a different scenery Learning from a comfortable classroom is good but once in a while there should be change of environment. Having a new place to listen to teachers and perform experiments can be motivating to students. Using the same place every day can make the classroom dull hence a need for change of scenery to enable refreshment of minds (Xiang, Ağbuğa, Liu, & McBride, 2017). 5. Use a variety of experiences Students have different understanding capabilities, hence different ways of explaining concepts should be derived to help them all understand. Mixing lessons helps to capture the attention of every student hence all become attentive and active (Lerdpornkulrat, Koul, & Poondej, 2018). 6. Encourage positive competition Competition is healthy and it offers motivation among students. When the instructor gives a promise on better performance rewards, everyone in class strives to become perfect and perform well in assignments and exams to manage take home the reward. Teamwork and groups motivate competition as everyone among the group or team needs to showcase their understanding on the given topic (Liem, & Chong, 2017). Literature Review 1 The field of Management and Educational Administration studies, in general, has a great body of literature on motivation as a critical management function that influences both employers and employees and for any relationship setting, be it between or among partners or stakeholders, such as teachers and students. Rainey (2009) and Moore (1995) provide a thorough background in this context utilizing management and motivation theories. Rainey identifies the order of human needs for any setting or agenda. The first's identification was the physiological needs, and this includes the desire to be free from hunger, thirst, and fatigue. The second was safety needs, and this involves free from any bodily harm. Thirdly, it entailed the needs for love, affection or belonging to social units and groups. Fourthly, it also includes self- esteem needs and this involved having a sense of achievement, confidence, and recognition. Lastly, it requires self- actualization needs and this implies becoming everything one can become. To understand the motivational theory, Rainey (2009) and Moore (1995) also discuss the factors of motivation. In general, the elements deal with policy and administration, such as supervision, working conditions, status, and personal life whereas motivators are connected to factors, such as achievement, recognition, the work itself as well growth. Moreover, motivation theory also explores the concept of equity or fairness (Ansong et al. 2017). A vast body of knowledge has examined motivational strategies to the teaching and learning of foreign language. It is observed that numerous methods of teaching and learning are necessary to stimulate the students to acquire a second language. In the article "Motivational Strategies in the Language Classroom," Dornyei (2001) demonstrates the different motivational methods to learn a language. Also, the author states Motivation is easier, as the idea of gravity, to describe (based on external visible aspects) than to give its actual meaning. However, that did not prevent people from giving it a try (Dornyei, n.d. p.7). It is essential for both the teacher and the students to implement multiple learning strategies in the classroom. “Learning Strategies in Foreign Language Instruction” by Chamot & Kupper (1989) evaluated different teaching and learning techniques and discussed how student data changed according to the different techniques used and how they were utilized. “Generally, successful learners applied learning concepts frequently, suitably, with greater variation, and in methods that assisted them to finish the activities successfully” (Chamot & Kupper, Pg. 5). When different methods and strategies are utilized and adapted in the classrooms, students’ motivation improves and they are more likely to succeed. In the paper "Motivation and Motivating in the Foreign Language Classroom," by Dornyei (1994) explores motivation when it comes to L2 learning. Motivation drives people into studying a different language. The past three decades have seen a significant series of studies paying attention to the concept of motivation in learning L2 (Dornyei, 1994, p.2). Dornyei (1994) also noted that "L2 learning presents a unique situation due to the dynamism and the role the language plays. L2 learning has its challenges that go beyond the simple concept of understanding new information or ideas. On top of the surrounding and cognitive aspects, which are normally related to learning in current educational psychology; it involves numerous dispositional attributes and social components" (Dornyei, Pg. 3). Thus, the student's motivation in an L2 class must to be observed and assessed differently than any other class and using multiple techniques are even more necessary to keep motivation working. . In a study conducted in Taiwan pertaining to learning English as an additional language, discussions revolved around the results of a questionnaire, which revealed that Taiwanese English teachers answered what they consider important and how to utilize some motivational strategies often (Cheng & Dornyei, 2007). In their response to the surveys, the participants rank how critical and frequently they, as educators, organized and demonstrated these approaches in their classroom settings. These criteria included features of teacher behavior such as making sure that students know that they are cared for, establishing a good link with their students, and demonstrating how enthusiastic they are for teaching. It also includes sharing with students the importance of experience in the language that they are learning and being authentically one's self in the classroom. More importantly, there was a separate category that referred to students' efforts and achievements. In this study, the teachers rank how crucial and often they recognized their students' efforts and achievements, monitored students' progress and celebrated their successes, made sure that grades reflected students' effort and hard work, and promoted effort attributions. Furthermore, the questionnaire included elements of promoting learners' confidence by supplying the students with positive feedback and diverse learning techniques so that they can take charge of their learning. On the other hand, scales and constituent strategies were reassuring the students to keep trying harder, designing tasks that students can do with their level skill, and promoting understanding and communication in learning a foreign language over perfect accuracy in grammar. Having a conducive classroom environment involves the creation of sections that can serve as a support mechanism. The technique will enable students not to be afraid to take risks with material for which they are not 100% comfortable with or confident. Lastly, the method will warrant students starting each class with a short, engaging activity. The remaining aspects of the study focused on presenting students with tasks as well as providing them with clear instructions that take into account modeling and explaining to the students the importance of such undertakings. It also confirms the need for improving students' goal setting by assisting them in developing a real belief on language learning, which enables them to discover their needs and build them into the curriculum. Moreover, it also encourages the students to set and attempt to meet learning targets, and have their class aim regularly reviewed for its achievement. It is essential to break the routine by changing the teaching styles, and bringing diverse and interesting topics to lessons. Monotony can also be killed by using different teaching aids, such as visual and auditory, including novel and fiction elements to tasks, encouraging students’ creativity, and appropriately designing tasks that are challenging for students to enjoy learning. Finally, the author mentioned the importance of motivating students to practice the foreign language outside of the classroom, understanding the cultural background of the target language and including real cultural materials. Also, it is useful to invite senior students to speak about their experiences with learning the language, and if possible inviting native speakers to visit the class. Moreover, it is vital to support learner independence by adopting a "facilitator" role while inspire peer training and group presentations, leaning self-motivating concepts, enabling learners to evaluate themselves, and engaging the them in the design of the foreign language course. Result from the survey indicated that a significant number of the teachers rated these methods highly despite the fact that their application was dismal. Most probably, student's motivation would have been significant if these techniques were in more frequent use. As any class progresses, it is probable that students’ motivation can decrease. It may be due to class materials or expectations, which are becoming unexciting and maybe there are other external resources or activities distracting them. To avoid such a situation, it is crucial to demonstrate to the students that the teacher still cares about their classroom participation. Additionally, the teacher in their capacity as head of the classroom must take charge of addressing demotivation to raise student’s confidence and enthusiasm. The above analysis indicates that students also have preferences or motivations for learning a second language. Significant studies and literature in this area provide answers to this dynamism. Students are humans, and their desires fit into any motivational theory framework as it is seen applicable to workers of any occupation or social setting. In support of this concept, Oxford and Nyikos (1989) argue that by using appropriate learning techniques, students take responsibility for their studies and increase their independence and self- direction. It enables students to develop their models of understanding a foreign language, and that will dramatically improve their comprehension. Horwitz (1985) also supports students’ choices in the teaching of foreign languages because teachers need to incorporate them into lessons. Therefore, it is highly recommended to assess students’ beliefs in the learning of foreign languages, so that they can get incorporated into the teaching methods. Nonetheless, in a critical reflection to students’ desires to learn a second language, Schmidt et al. (1996) argue that in some instance constraints exist, which are supported by internal learning structures. It could serve as a barrier when variables such as age and gender differentiation in public institutions stop student goals. For instance, a study conducted in Egypt demonstrated that these variables are at the center stage of their educational system and affect students’ interaction preferences. On the other, internal systems, such as the adoption of English as an L2 in the educational system makes it a bit more comfortable for students to understand it, as it is part of the national curriculum. A report from a study conducted by the Modern Language Association in 1991 revealed that Asian languages are recording high admissions rates in America at the universities (Gardner & Trembley, 1994). The languages are not only involving but are also rained as second languages (SL), where reliable language contribution may not be gracefully accessible outside the learning rooms. Frequently, with a symbol-based SL, learners' enthusiasm should be elevated to a whole new level, since tenacity and will power are required to handle the stress of a difficult language (Gardner & Trembley, 1994). Also, in coping with complicated languages, students often have to acquire and use a vast array of learning practices to assist in the assurance of triumph. However, aspects favoring one’s motivation to learn a language are still a matter of debate. There is no absolute clarity on the relationship between motivation and the persistent attention or triumph or flop in understanding a language, mostly in an SL environment. It may as well not be vivid the impact motivation has on choices about application of learning strategies (Gardner & Trembley, 1994). Nida (1956) argues that studies on motivation initially only focused on a binary principal motivational angle of language students (p.3). Currently, research works have demonstrated several at play. In the context of the literature review, two separate concepts of motivation will be tackled. They include the Gardner’s and the Dornyei models. Finally, a review of learning concepts will be highlighted to demonstrate the significance of tactics in language education practices (Nida, 1995, p.3). Motivation It is an aspect that carries a unitary integrated definition. Instead, emphasis is on what particular aspects combine to elicit motivation. A summary of a study on motivation, just affirmed that stimuli influences the degree to which students persist in acquiring language skills, the character they embrace, and their accomplishsment (Oxford, 1994b). On that note, motivation is explained as the processes that can awaken and initiate action, assign a purpose to it, continue the persistence tend, and lead to the preference of a particular behavior (Oxford, 1994b). The two models of stimulation mentioned earlier on in this study also focus on particular apsects that affect motivation. Gardner’s Concept Gardner became a members of the research initiators in additional language learning who concentrated on motivation. He defined motivation based on four parts which include; a goal, hard work to attain it, desire to reach it, and positive attitude towards the goal (Gardner, 1985). However, an objective was not viewed as a quantifiable constituent of stimuli. Instead, it considered being a stimulus that led to impetus. Gardner (1985) also defined the reason for learning a second language and identified them as orientations. The first one is as a result of integration. One may be attracted towards a particular community and wish to integrate with them; therefore, they have to learn the new community's culture by using their language (Gardner, 1985). The second one is due to instrumental reason. It is a functional reason where one has to understand a particular language for a job promotion, or it is a requirement to learn it (Gardner, 1985). However, in his definition of motivation, he set aside the orientations and motivation. He viewed motivation as a composite of three traits, which may or may not have connections to the orientations (Gardner, 1985). The characteristics comprise of the attitude, desire, and motivational intensity towards learning a language. For instance, the integrative orientation could suggest the reason as to why one decided to learn a language, which includes the desire for one to be part of the target community. Gardner & Tremblay (1994) argue that the aspect by itself demonstrates an objective that may or may not have motivational authority. Conversely, the integrative purpose included this perspective as well as the stimuli, which involved desire, stimuli intensity, as well as other attitudes pertaining to the focus language group (Gardner & Tremblay, 1994). Gardner's social-informative concept of stimuli concentrated on the integrative reason. Motivation became the core aspect of the idea, nevertheless, there existed other components that affected this, like integrativeness and opinions. Other aspects that shaped individual variances were considered to be complex elements (Gardner, 1985). Criticism of Gardner’s Model Gardner got criticized for paying much attention to the integrative motive. Oxford (1996) conducted a study that went beyond the concept of integrative orientations. They concluded that motivation is subject to both inner and exterior factors. The four interior and attitudinal aspects identified included; concern for the language is owing to prevailing perceptions, experience, and contextual understanding, significance (some desire being fulfilled by the language), the anticipation of success or failure, and outcomes (Oxford, 1996). Dornyei’s Concept Dornyei also became a concerned party with widening the scales of the model of motivation past the two orientations, especially in the FL environment (Dornyei, 2001, p.1). He argued that the precise character of the societal and realistic elements of new language stimuli often relies on who acquires what language and place (Dornyei, 2001, p.3). He farther stated that in an SL situation, a helpful angle would generate a significant effect on language students. He developed a theoretical approach to FL learning motivations that could take into consideration some of the expanding aspects of motivation (Dornyei, 2001, p.4). He established three levels of factors that included not only the orientation but also the particular situations that took into account the student and the surrounding context (Dornyei, 2001, p.8). Dornyei & Ryan (2015) state that the first level takes into account the language, which includes both integrative and helpful motivational sub models that are concerned with reactions and opinions towards the desired language. The second segment pays attention to the student. It concentrates on an individual’s response to the language and the school (Dornyei & Ryan, 2015). He also crafted cognitive theories of motivation for this level. They view motivation as a function that is subject to a person’s thoughts, not drive, instincts, desires, or state. Action results after one has encoded information and changed them to beliefs (Dornyei & Ryan, 2015). Various cognitive theories aspects like learned weakness, a withdrawn, pessimistic condition that arises when an individual feels success is beyond reach, could be incorporated into this model (Dornyei & Ryan, 2015). The third level consists of learning institutions, which pay attention to particular motivational components related to the tutor, the line of study, and the members of the class with which they interact (Dornyei & Ryan, 2015). The level also takes into consideration intrinsic and extrinsic motives in various areas. Ushioda & Dornyei (n.d.) state that extrinsic motivation occurs when one does something because of the external reward they are likely to get, whereas intrinsic motivation takes effect when one does an activity because they will get sufficient rewards from it. The two motives are not necessarily rivals. However, in some instances, extrinsic motivations can weaken the intrinsic ones (Ushioda & Dornyei, n.d.). Conventional school surroundings often encourage extrinsic motivations, but in the light of some situations classroom benefits can be associated with or can trigger intrinsic stimuli (Ushioda & Dornyei, n.d.). Dornyei (2001) asserted that the respective levels seem to bear an independent effect away from others (p.14). Each of the three exerts influence independently of the others and can cancel the resultant outcomes of the motives connected to the other preceding levels (Dornyei, 2001, p15). Learning Strategies They are operations utilized by students to facilitate gaining, storage, retrieval, and use of information. They also comprise of particular actions taken by learners to ease the learning process, make it faster, pleasant, self-directed, efficient, and applicable to new situations (Oxford, 1994b). Language learning concepts include procedures consciously selected by students and may lead to actions aimed at enhancing acquiring or application of a new language by storage, holding, remembering, and utilization of its information (Oxford, 1994b). The hunt for learning strategies began when interest focused on understanding what makes an individual an excellent learner of a language (Oxford, 1994b). The research sought to address the assumption that the split between a good and an unsuccessful one is based on the quantity and quality or a cocktail of the two that students of each group utilize. At this juncture, it is vital to separate the meanings of learning a language and its acquisition (Oxford, 1994b). Learning involves a mindful focus on the language guidelines whereas getting it is a reflexive and impulsive incidence in an innate language setup that contributes to fluency in conversation. Learners at any level employ strategies. In most cases, proficient language students employ a broad scope. Concepts applied by a learner are dependent on the task, level of the student, their age, the learning context, the mode of learning used, and cultural variances (Oxford, 1994b). Findings from recent studies have revealed that the victory of learning a language is subject to the quality of strategies employed and not the quantity. Learners who have successfully mastered a language do not engage additional concepts but instead utilize varied combinations (Oxford, 1994b). They can use policies that are suitable for the task. Introduction The chapter describes the research methods employed in evaluating the role motivation plays in learning a new language. Research methodology comprises of a set of procedures or techniques used to conduct the research. It also entails the methodology, selection of participants and setting, method and instrumentation, data collection, and data analysis. Methodology 2 The study will use the action research methodology. The practice is research initiated with the aim of solving an immediate problem or a reflective procedure of progressive solutions to problems led by people working together as a group or as a section of a community of practice to make better the approach they use in addressing concerns and solving problems (Goddard & Melville, 2011). It can either embrace a participatory or a practical approach. The purpose of the strategy is to solve a specific problem and produce the basis for best practice. Action research involves active participation in changing a situation, mostly through the existing institutions, while correspondingly conducting studies (Mcniff, 2017). It can also include more large firms or facilities under the stewardship of professional researchers, with the goals of enhancing their policies, practices, and knowledge of their practicing surroundings. It engages in comparative research on the conditions and consequences of different types of social action and research leading to social action using an action inquiry cycle (Mcniff, 2017). The action inquiry cycle involves a process that follows a cyclic path that seeks to improve a practice by systematically revolving around taking action in a scope of practice, and inquiring into it (Mcniff, 2017). Figure 1: A primary Action Inquiry Cycle(Mcniff, 2017) The methodology has been adopted for this study because it seeks to understand and improve the motivation process that governs the learning agility of a new language. In language motivation, the inquiry process is conducted by and for those seeking to understand what motivates one to learn a new language and how the whole effect can be extended to others to encourage them to undertake the same exercise (Goddard & Malville, 2011). It helps learners and their tutors to engage in actions that refine and improve their experience. Language practitioners who practice in this methodology can readily establish its empowering experience (Goddard & Malville, 2011). The positive effect is because the exercise is relevant to the participants. Relevance is assured since the researcher the focus of the study and they are usually the primary beneficiary of its findings (Gupta, 2011). Selection of Participants and Setting The study populations for the research would be a purposeful sample selected from three different programs within the King Saud University. The students would be identified as the best fitting for the study will be more or less connected to a new language learning procedure. The study group would be consisted of students from a school where performance in computerized English tests is high (College of Medicine), a school with average scores on the same (College of Engineering), and a school whose performance in the test is low (the Animal Science Program). The performance levels for the different programs would be used in the study based on the students’ results in English exams. The study would utilize the services of a structured questionnaire that the participants would require to fill accurately. About 12 English language teachers would be obtained from the different schools in the university. All the participants would be told that their inclusion is voluntary. Method and Instrumentation The questionnaire would utilize in this study as a data collection tool is generated by Attitude/Motivation Test Battery (ATMB) (Harrell & Bradley, 2009). The survey will have five sections. The first part will obtain the participant's information such as their age, gender, level of study, and their performance level in English exam. The second and the third sections will include fourteen statements that will represent the driving force behind the students' choice to study English, seven of which will involve practical stimuli and the other seven consisted of integrative incentives. Each statement had a six-point scale that identified the level of agreement or disagreement of the students with each account. The range will allow a student to response by choosing actively, reasonably or faintly oppose, and the same three items corresponded to the agreement section. The fourth part is an open-ended section that will require the participants to give a description of any force that could have driven them towards choosing to study English and are not listed in the second and the third sections. The section will allow the respondents to react to any other stimuli they could possess, and it was not captured in the listed parts. The fifth part will allow the participants to make an assessment of themselves about their level of performance in English by selecting on the evaluation scales. It consists of entries such as very weak, weak, fair, strong, very strong and excellent. A copy of the questionnaire would be sent to the selected teachers, and they will invite their students to participate in the study. They should set the time and the place for the survey that are best for the respondents. The teachers also should make sure that the students understand the instructions and instruct them to respond to the questions in an honest manner. Data Analysis The study intends to employ different data analytic tools to evaluate the results of the questionnaires. There are two types of motivators that are under investigation in the research (Gupta, 2011). They include either the active or the integrative motivators. The responses given by the students will be appropriate to generate the desired statistics for the two motivators. An analysis of the two involves a paired t-test method to compare their means (Sarantakos, 2007). Sarantakos (2007) states that each t-test type used is used to revise down the data to one t-value. The calculated value is used to examine the sample mean to the null hypothesis and include both the sample size and the variability in the figures. If the t-value is zero, it implies that the sample matches the null hypothesis (Sarantakos, 2007). The variation of the sample estimate with the null hypothesis is called the effect size (Sarantakos, 2007). The students’ scores from their English exams and the data from the questionnaire will undergo a correlation test (Sarantakos, 2007). The aim of the test is to establish if there exists any relationship between the factors stimulating the students and their level of achievement in learning the language. Limitations of the Study I believe that the study will encounter some challenges. For instances, students will left out some of the essential fields, or do not pay attention to the instructions and, therefore, they will provide answers appropriately. If the students answered all the questions appropriately with the purposed intention and had enough time to give feedback, the quality of data collected would provide a more valid result. Summary The action research methodology would utilize both the qualitative and quantitative approaches. For descriptive results, the study would conduct interviews with the students, which constituted the qualitative method. The research would also allow for the participation from different fields of study at random. Upon completion of data analysis, the findings will be tabulated and presented in graphs and charts. References Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge, Taylor & Francis Group. Gardner, R. C., & Tremblay, P. F. (1994). On motivation: measurement and conceptual considerations. S.l.: S.n. Gardner, R. C. (1985). Social psychology and second language learning: the role of attitudes and motivation. London: E. Arnold. Nida, E. A. (1956). Motivation In Second Language Learning. Language Learning, 7(34), 11-16. Oxford, R. L. (1994a). Language learning strategies: an update. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics. Oxford, R. L. (1994b). Where Are We regarding Language Learning Motivation? The Modern Language Journal, 78(4), 512. Oxford, R. L. (1996). Language learning motivation: pathways to the new century. Mānoa: Second Language Teaching & Curriculum Center, University of Hawaiì at Mānoa. Ushioda, E., & Dörnyei, Z. (n.d.). Motivation. The Routledge Handbook of Second Language Acquisition. Ansong, D., Okumu, M., Bowen, G. L., Walker, A. M., & Eisensmith, S. R. (2017). The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana. International Journal of Educational Development, 54, 51-58. Byrnes, J. (2008). Cognitive Development and Learning: Instructional Contexts ( 3rd ed.) Boston: Pearson. Chamot, A. U. and Kupper, L. (1989). Learning Strategies in Foreign Language Instruction, Interstate Research Associates, VA. Cheng, H-F. and Dornyei, Z. (2007). The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan, Innovation in Language Learning and Teaching, Vol. 1, No. 1. Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142. Dornyei, Z. (1994). Motivation & Motivating in the Foreign Language Classroom (1st ed.) New York: Cambridge University Press. Dornyei, Z. (2001). Motivational Strategies in the Language Classroom, The Modern Language Journal, Vol. 78, No. 3, 273-284 Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340. Jones, B. (2017). Can Creating A Student-Centered Learning Environment Increase Student Motivation and Engagement In Physical Education Class. Lerdpornkulrat, T., Koul, R., & Poondej, C. (2018). Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college. Journal of further and Higher Education, 42(1), 102-115. Liem, G. A. D., & Chong, W. H. (2017). Fostering student engagement in schools: International best practices. Martin, A. J., Ginns, P., & Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter?. Learning and Individual Differences, 55, 150-162. Martin, T. G., Martin, A. J., & Evans, P. (2017). Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students. School Psychology International, 38(2), 184-200. Moore, M. H. (1995). Creating public value: Strategic management in government. Harvard university press. Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The modern language journal, 73(3), 291-300. Rainey, H. G. (2009). Understanding and managing public organizations. John Wiley & Sons. Schiefele, U. (2017). Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. Teaching and Teacher Education, 64, 115-126. Schmidt, R., Boraie, D., and Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. University of Hawai'i Working Papers in English as a Second Language 14 (2). Xiang, P., Ağbuğa, B., Liu, J., & McBride, R. E. (2017). Relatedness need satisfaction, intrinsic motivation, and engagement in secondary school physical education. Journal of Teaching in Physical Education, 36(3), 340-352. Zylstra, A. (2017, June). Increasing Student-Content Engagement in Online Courses. In Innovations in Teaching & Learning Conference Proceedings (Vol. 9, No. 1). Dörnyei, Z. (2001). Motivation. Handbook of Pragmatics, 1-22. Goddard, W., & Melville, S. (2011). Research methodology. Kenwyn, South Africa: Juta & Co. Gupta, D. (2011). Research methodology. New Delhi, India: PHI Learning Pvt. Ltd. Harrell, M. C., & Bradley, M. (2009). Data collection methods: semi-structured interviews and focus groups. Santa Monica, CA: RAND. Mcniff, J. (2017). ACTION RESEARCH. Place of publication not identified: SAGE PUBLICATIONS. Sarantakos, S. (2007). Data Analysis. Los Angeles, Calif.: Sage.
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