The Motivational Factors in Teaching EAP Courses: Exploring the reality at tertiary level at private universities

Abstract

The research paper is about the positive motivational factors in teaching EAP courses which will prepare students with greater efficiency to cope with the challenges in tertiary education. As motivation plays an influential role for a student, teachers use various motivational techniques in the question of using motivational factors. This thesis is made up of six chapters which are interrelated in a cohesive way..

Chapter 1 outlines the background of the study that includes a concise discussion of the status of English in Bangladesh, importance of motivation in teaching EAP courses at private universities. Then it describes the purpose, objectives, the significance, research questions and the hypothesis of the study. Chapter 2 explores how other scholars, researchers and intellectuals define motivation. It further identifies basic terms and concepts of motivation, the motivational factors, the theories of motivation, differences between integrative and instrumental motivation, instinctive and extinctive motivation, and the analysis of teaching EAP courses at the tertiary level. The review focuses on the conventional and modern concepts of motivation. It also surveys and analyzes the role of motivation, teacher roles and learner roles in teaching EAP courses. Chapter 3 elucidates the research methods used in this study. It discusses the procedures and techniques through which the data required to discover the answers to the research questions was collected, processed and analyzed. The sample was restricted to English language teachers and students of private universities within the Dhaka city. The data collection techniques utilized in this study include teachers' questionnaire survey, classroom observations, interview responses of teachers, students' questionnaire survey before getting enrolled into EAP courses, students' questionnaire survey after the completion of EAP courses and interview responses of students. These differing data collection techniques were undertaken jointly to ensure validity and reliability of the data. Chapter 4 highlights data presentation and analysis from the collected data through teachers' questionnaire survey, students' questionnaire survey (before EAP and after EAP, classroom observations, both teachers' and students' interview. This study includes both qualitative and quantitative approaches to find out the effectiveness of motivational factors in teaching English language at tertiary level. The data collected through classroom observations, teachers' interview and students' interview is analyzed in descriptive-qualitative manner. The data collected through questionnaire is presented and analyzed in quantitative manner. The results of teachers' questionnaire survey, students' questionnaire survey (before getting enrolled into EAP courses and after the completion of EAP courses), classroom observations, both teachers' and students' interview demonstrates that motivation promotes the possibilities of greater learning outcome. Thus, the hypothesis is supported by the findings. Chapter 5 offers the discussion and interpretation of the research findings relating to the research hypothesis, the research findings and the themes identified in the literature review. Here, firstly, interpretation on teachers’ questionnaire survey shows the importance of teachers’ motivation in EAP classes. Secondly, classroom teaching observation identifies the practical use of motivational elements and their effectiveness. Thirdly, interpretation on teachers’ interview explores the fact that it is individual teachers’ job to find out the appropriate technique for each class. It also shows the effectiveness of different motivational activities. Fourthly, interpretation on students’ survey before getting enrolled into EAP courses reveal that EAP course is essential in tertiary level to cope with the challenges in higher education. Fifthly, interpretation on students’ survey after completing EAP courses exposes the effectiveness of using motivational elements in EAP classes after the completion of courses. Finally, interview of students clearly shows students’ responses about how important role motivation can play in EAP classes. Chapter 6 draws conclusion, limitations of the study and suggests recommendations for future steps towards resolving existing problems. Without proper motivation it is impossible to provide successful learning in EAP classes. Teachers now have to take the initiative to create a motivation supportive classroom environment where students can become motivated enough to learn English for their existing and as yet unknown needs. To sum up, it is seen that this research provides guidelines for the EAP teachers on effective use of motivational factors in English language teaching. It is hoped that the finding of this study will have long term implications for student development programmes which can help to bring about necessary changes in teaching sectors.