Article
www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011
Published by Canadian Center of Science and Education
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Motivating Students in the EFL Classroom: A Case Study of Perspectives
Rima Bahous
Department of Education, Lebanese American University
Chouran Beirut 1102 2801
P.O. Box 13 – 5053, Lebanon
Tel: 961-186-7099 E-mail: [email protected]
Nahla Nola Bacha (Corresponding author)
Department of Humanities & Social Sciences, Lebanese American University
Byblos, P.O.Box 36, Lebanon
Tel: 961-954-7254 E-mail: [email protected]
Mona Nabhani
Department of Education, Lebanese American University
Chouran Beirut 1102 2801
P.O. Box 13 – 5053, Lebanon
Tel: 961-186-7099 E-mail: [email protected]
Received: January 17, 2011 Accepted: March 21, 2011 doi:10.5539/elt.v4n3p33
Abstract
Motivating EFL students to develop in the target language is quite complex. In many cases, these students face
difficulties in learning English and are often demotivated to learn. Research in classroom motivation has found that
certain strategies can help these students adopt more positive attitudes and become more motivated in the learning
process. This exploratory study investigates the perceptions through interviewing students and surveying teachers’
views in an EFL Program of the problems that hinder these students’ learning in the English classes related to
motivation. Findings show that learners are not motivated to learn English because of an over-focus on writing skills
with very little new learning experiences, uninteresting materials, and unclear links between language courses and
their majors or future careers. Results also indicate that teachers complain of unmotivated students and pre-structured
syllabi leaving little room for communicative methods. Implications are made for the classroom.
Keywords: Language learning, Motivation, University EFL students, Lebanon
1. Introduction
Motivating students in the English as a foreign language (EFL) classroom is often a complex and difficult task that
involves a multiplicity of psycho-sociological and linguistic factors (Dornyei, 1998; 2010a), but most English teachers
will attest to the important role motivation plays in the teaching/learning process. While motivation has been defined
in many ways (Liuoliene & Metiuniene, 2006), in this paper it is simply used by the authors to refer to effective
strategies that could help the learners develop their English language skills. How to go about this is a long story with
many ups and downs shared by many teachers in staff rooms. This paper, quite unique in the view of the authors,
attempts to tackle the problem of ‘motivation’ in the EFL Program at one American affiliated university in Lebanon.
This is part of our story. First we give some background of the context and some main related research.
Lebanon is a pluralistic country where multilingualism and multiculturalism prevail (Thonhauser, 2000). Although
Arabic, French, and English are the three main languages used in the country (Shaaban, 1997), many more languages
are heard and taught in the different educational institutions. The school systems at both the private and the public
sectors teach a minimum of three languages. Arabic, the native language, is only taught in Arabic language classes.
English or French, depending on the school medium of instruction, is taught as a language and is used to teach all
school subjects. Again either English or French is also taught as the third language (Shaaban & Ghaith, 1999;
Thonhauser, 2000). Despite the importance attached to the second/foreign language, when some students reach
university, they still face difficulties coping with English for academic purposes. In this paper, we present the
recurrent problems students face in these language classrooms. We elicited students and teachers’ views of the www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011
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problems that hinder students’ progress in discussing engagingly, thinking critically, and writing academically in the
target language and then suggest strategies to motivate them to use the target language effectively. This study is
innovative as it seeks university students’ views on motivation, a topic that is not rigorously studied on L1 Arabic
speakers in the Lebanese context and which could be applicable to other similar contexts.
2. Review of Literature
2.1 Motivation and studying in a second language
Motivation “energizes” human behavior and “gives it direction” (Dornyei, 1998, p. 117) and is a significant dimension
in language learning (Gardner, 1985; Gardner et al. 2004; Lightbown & Spada, 1993). A large spectrum of theories
covers the many variables that affect student motivation in the second language (L2) classroom. These are reviewed
and drawn upon in examining the views on foreign/ second language learning of learners and the teachers who
participated in this study.
Research on L2 motivation (until the early 1990s) was inspired by Gardner (1983; 1985), Clement (1980) and their
colleagues. L2 motivation was then seen as influenced by learners’ attitudes towards social perceptions of the L2 and
its speakers, their interethnic contact and the resulting degree of linguistic self-confidence (Dornyei, 2001a). For
example, Gardner (1985, p.6) reports that students’ attitudes towards a specific language group are bound to influence
how successful they will be in incorporating aspects of that language. This is especially true considering that learning
a foreign language is different from learning other subjects as language is viewed as part of one’s identity. Williams
(1994) argues that learning a foreign language involves far more than simply learning skills or a system of rules, or a
grammar. According to him, it involves an alteration in self-image, the adoption of new social and cultural behaviors
and ways of being and, therefore, has a significant impact on the social nature of the learner.
In addition, research in L2 motivation by Dornyei (1990, 1994, 1997, 1998, 2001a, b) and Williams (1994) revealed a
need for a more pragmatic education centered approach, examining classroom reality and identifying and analyzing
classroom specific motives. For example, an empirical survey of motivational strategies in language classrooms in
Hungary (Dornyei & Csizer, 1998) resulted in ten commandments for motivating language learners (p. 215): teachers
should set a personal behavior example, make sure that the class atmosphere is relaxed and pleasant, present tasks
properly to the learners, have good teacher-student relationships, work on increasing learners’ self confidence, ensure
that language classes are interesting to the students, promote as much as possible learners’ autonomy, personalize the
learning process, increase learners’ goals, and make sure that learners are familiar with the target language culture.
The study was replicated on Taiwanese students (Cheng & Dornyei, 2007), but the results differed due to the different
background, tradition, identity and culture of the participants. Cortazzi and Jin (1999) also found that culture and
identity are two essential variables in motivating L2 learners.
Other researchers also argued that L2 involves the development of an L2 identity and incorporating elements from the
L2 culture and contains environmental factors, cognitive factors, featured personality, and social dimensions (Dornyei,
1998). Simard and Wong (2004) support this development of second language awareness as it not only improves
second language learning, but it also promotes greater cross cultural understanding among the second language
learners. Taking this identity theory further and not excluding previous motivation theories, Dornyei (2010b) has
recently described this new approach in second language learning as the ‘L2 motivational self esteem’ which links the
learning of the foreign language to one’s personal ‘core’ or identity. This has implications for learning a foreign
language in that the learner develops ‘self maturity’ and thus ‘self motivation’ in acquiring the target language.
2.2 Classroom reality and motivation
The following are some issues related to motivation in the classroom in the context of the present study.
2.2.1 Clarity of purpose and motivation
Burden (2004) found that students need to realize that the purpose of using the target language is not for studying
purposes only but also for effective communication. Moreover, Dorneyi (1990), Ghaith (2003) and Oxford (1996)
found that when learners see practical purposes in learning the language, they are motivated even if the language is not
significant in the learner's community.
2.2.2 Content, teaching methods and motivation
Motivation is a major concern in improving reading and consequently fostering literacy (Anderson, Hiebert, Scott
&Wilkinson, 1985), but one should follow up on motivation strategies to check whether they help improve students’
achievement in the learned language (Dorneyi, 2001a). Using reading texts that students can understand is another
motivating factor. Stott (2004) conducted a study on twenty Japanese students taking English classes at a Japanese
university to examine whether reading a selection from Japanese literature translated into English would result in www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011
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better recall and comprehension of the text. Findings indicate that some but not all familiar topics and texts enhance
motivation and that teachers should expose students to reading texts from other cultures as well. Teachers should
evaluate suitability of the reading materials to their learners in both cases.
2.2.3 Positive learning experiences and motivation
Research has shown that one's positive experiences and achievement in the foreign language impacts one's confidence
in using it. Clement’s (1980) model focused on the influence of the social context on one’s motivation in second
language learning. He found that positive language learning experiences increase learners’ self confidence in using the
second language and further motivation to learn it. This even applies to contexts that do not provide direct interaction
with native speaker communities. Gardner et al. (2004) agree that language learning in the classroom and in language
clubs and activities help increase ‘knowledge, fluency and familiarity …with the language’ (p. 3) and shape attitudes
to language learning and future use. Dornyei (1994) argues that language learners are motivated differently
according to their achievement and self-confidence, and that the learning situation provides motives through the
language classroom, i.e. course, teacher and group aspects (Clement, Dornyei, & Noels, 1994; Csizer & Dornyei,
2005a, b).
2.2.4 Attitude, anxiety and motivation
Learner’s attitude to the learned language impacts the learner outside the classroom (Schumann, 1978; Dornyei &
Skehan, 2003; Csizer & Dornyei, 2005a, 2005b). A favorable attitude would motivate learners to reach their learning
goals as found by Burden (2004) who studied attitude change of Japanese university students in an English
conversation class. Gardner et al. (2004) also argue that affective factors influence language acquisition and
achievement. They studied the effects of language instruction on “language attitudes, motivation, and anxiety that take
place over the academic year” (p. 7) and used the Attitude Motivation Test Battery (AMTB) to measure variables
which are important in the socio-educational model such as motivation intensity, desire to learn French, attitudes to
learning French and to French Canadians, and interest in foreign languages. They also evaluated the French teacher
and the course, the anxiety in the French class and in using French, and whether learning French is instrumental to the
participants. Findings show that students’ attitudes are influenced by the teacher and the classroom environment;
experiences in different classes varied and had different effects on students’ interest in foreign languages. The
researchers suggest that educators should introduce specific teacher strategies that would increase student motivation
and reduce language anxiety.
2.2.5 Interactive communicative methods and motivation
Another significant dimension to language learning is providing learners with opportunities to interact freely and learn
from each others' mistakes (Lightbown & Spada, 1993, Davis, 2003; Ghaith, 2003). A study of Chinese university
student opinions of their English language courses and how they perceive their language improvement (Yang & Lau,
2003) showed complaints about the redundancy though at times they did not mind the repetition. Many argued that
some of the skills may be taught on the job in a two week period rather than a whole semester. Findings also suggest
that students prefer more communicative approaches in teaching and learning English.
Interactive teaching methods for teaching English as a foreign language to university students improves
comprehension and communicative competence as found by Morell (2004) who compares conventional
non-interactive methods with minimal student interventions with interactive classes that use entertainment, students’
oral presentation and student interventions. Findings indicate that in interactive classes, teachers are aware of their
students’ needs to understand and improve their communicative competence and of the importance of student
involvement. In non-interactive classes, teachers felt pressured by time and course syllabus and commented that more
time and preparation would be needed if they are to convert to interactive teaching methods.
Interactive classes are also favored by students’ language learning strategies in four colleges of business, basic
education, technological and health sciences in Kuwait (El-Dib, 2004). Data were analyzed by the Strategy Inventory
of Language Learning (SILL) and findings indicate that students prefer the active naturalistic use of the language, i.e.
language as the main communicative means by students from different nationalities.
2.2.6 Impact of teaching strategies on motivation
Instruction strategies can also enhance students’ engagement or involvement in the learning process. Cooperative
group learning (Ghaith, 2003) and the use of technology (Al-Jarf, 2004; Ramachaudran, 2004) shift the focus from
teacher controlled classrooms to student centered ones. Udvari-Solner (1996) argues for teaching strategies that
extend further than delivering instruction to include content that is relevant to the student’s lives; Udvari-Solner, Villa,
and Thousand (2005) stipulate corrective feedback as part of teaching strategies and designing a teaching-learning
process that can promote meaningful participation for all students within the classroom. www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011
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2.2.7 Acknowledging learning styles and motivation
In deciding on content that addresses the interests and needs of diverse students, Gardner’s Theory of Multiple
Intelligences (Gardner, 1983) may be considered to understand and identify strengths in all students. Students’
previous learning and knowledge should also be considered as course content is selected. In cases where all students
learn the same content, instructors can require different modes of responding to the content such as a variety of oral
and written activities. Thus, students may select from several options such as written reports, debates, power point
presentations, graphic presentation of comparisons and contrasts, and persuasive and personal position essays.
Dornyei and Skehan (2003) similarly point out the importance of individual differences in second language learning.
Fortini and Fizpatrick (2000) suggest re-designing the curriculum to cater for students’ differences and help them
make sense of what they encounter in their courses which would maximize learning. This may be achieved by
adopting a universal design thus creating and designing products and environments for particular purposes. Rose and
Meyer (2002) add that in education, a universal design for learning aims at providing students with multiple ways of
representation and facilitating engagement and expression. This improves students’ access to curriculum content,
process, and product, i.e., what instructors want students to learn and how they learn and demonstrate what they have
learned. It follows that students are provided with a variety of materials, of means to engage them in learning and
expressing what they have learned (Tomlinson, 1995a, 1995b).
2.2.8 Impact of writing instruction and feedback
Another problematic practice is the focus on teaching writing in the language class. Harklau (2002) argues that it is not
sufficient for second language learners to ‘learn how to write’ in the target language but in fact learn the second
language through writing. According to her, there should be more emphasis on speaking in the second language rather
than on writing. Lavelle and Zuercher (2001) examined university writing approaches and students’ views on writing
and their experiences as writers. The findings highlight the importance of facilitating writing for university students by
including comprehensive tasks, emphasizing revision and meaning, scaffolding learners, modeling, and teaching
writing across the curriculum.
McCune (2004) conducted a longitudinal study of first year university students in a Scottish university. She used
interviews to examine students’ essay writing, how they conceive the process, and whether they benefit from their
teachers’ feedback. McCune (2004) found that students had difficulty in understanding and following their teachers’
feedback and guidance because of their own conceptions of essay writing and handouts, and so their writing was not
well developed.
The literature also shows that students face difficulties in changing to more sophisticated essay writing as expected by
their teachers (Campbell, Smith, & Brooker, 1998; Norton, 1990; Prosser & Webb, 1994). Interviewed students did
not understand the nature of essay writing, so they could not benefit from their teacher’s advice and handouts. This led
to a negative attitude to essay writing. The study shows the importance of the learning context and of providing help
for students other than handouts and feedback such as self and peer assessment to help students understand what
teachers require of them (Mowl & Pain, 1995; Oldfield & McAlpine, 1995). McCune (2004) also suggests
individualized help because students’ intellectual development is varied and requires “tailored support” and dialogue
between teacher and student (p. 279). This helps reduce the effect of negative self-assessment.
The idea that learners' first language interferes with learning a new language was studied by Lightbown and Spada
(1993) among others. However, Khuwaileh and Al- Shoumali (2000) examined whether the academic English and
Arabic writing ability of L1 Arabic learners at university is the same in their mother tongue and the foreign language.
The findings show that there is no correlation between students' writing in the first and foreign language and that the
majority of the learners had more serious language mistakes in Arabic than in English.
2.2.9 Using technology and motivation
Using technology and activities in teaching language can enhance learning. Al-Jarf (2004) studied the influence of
using technology in teaching and learning writing skills for EFL college students in King Saud University, Saudi
Arabia. The two groups engaged in the study were exposed to the same traditional class writing instruction based on
the textbook. However, students of the experimental group were encouraged to use the Internet and computers to
check and improve their class essays at home. Both groups were post-tested. Findings revealed that the experimental
group made higher gains in writing achievement, improved in motivation, sense of achievement and self-esteem.
Technology had a positive effect on their attitude towards the writing process and made writing an enjoyable task. It
encouraged more writing and exchange of ideas outside the classroom. Ramachaudran (2004) adds that using new
forms of technologies in the language class will certainly encourage and motivate learners to use the target language. www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011
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Similarly, Kim (2003) found a positive influence of email talk on English speaking skills of elementary and middle
school students. The learners’ interaction in the English language improved their language proficiency. They were
interacting with other learners, teachers and online learning content. Students became more expressive in the
computer-based communications than in their classroom environments and demonstrated more active participation.
The middle school students improved in vocabulary use and pronunciation on their voice mail messages but not on
grammar use. Kim (2003) concludes that email can be a tool for improving written language skills and oral language
proficiency.
2.2.10 Impact of reward on motivation
In some schools, language teachers use rewards to enhance motivation in language learning as suggested by Schunk
(1983). Meyer (1995) argues that motivating students to become active readers requires a national program that
rewards reading. Johnson (1995) refers to such programs as “Earning by Learning” (EBL). The program aims to
motivate academically low achieving students to read by rewarding them with cash and adult attention. Although
educators favor intrinsic motivation, Oldfather (1995) argues for using extrinsic rewards to motivate those who are
academically frustrated. Terrel and Rundulic (1996) also argue that rewarding students for completing a task
improved self-esteem, which increases motivation. McNinch (1997) applied the EBL program in a summer program at
an elementary school in a small American town and provided cash reward. Adult volunteers discussed readings with
20 participant children with academic problems. Findings indicate improvement in self-esteem (84%), school grades
(72%), reading levels (63%) and school attitudes (86%). McNinch (1997) concludes that providing students with
environments rich with books, caring adults and rewards can improve reading motivation.
In the above section, we attempted to review some of the available literature on the topic. Most researchers seem to
reach the same conclusion. A variety of materials should be available to students to cater for different learning styles,
and perhaps differentiated instruction should take place. Courses geared towards teaching the target language across
the curriculum should be offered. Classes should be student centered. This can be achieved through cooperative
learning and use of technology to name a few ways. Learners have to be motivated to learn and become efficient in the
target language. This can be achieved by promoting positive student attitudes towards the language.
3. Aim
As mentioned at the beginning of this paper, the aim of the study us to find out the views of the teachers and students
of what hinder students’ language learning in the English language classroom in discussing engagingly, critical
thinking, and academic writing.
The significance of the study is its value to the teachers at the university to improve the teaching/learning situation.
4. Method
4.1 Research context
The study is conducted in the English language department at a university that follows the American system of
education in Beirut. Students take three obligatory language courses in communication and rhetoric skills, and each
class meets three times a week for 50 minutes over a fifteen-week semester. The objectives of these classes fluctuate
from teaching basic language skills and sub-skills, to paragraph, essay, and research paper writing from informative to
argumentative writing, from reading for literal comprehension to critical reading, and finally to oral communication
presentations (course syllabi). Learners go through all these language courses, but some are exempted based on their
English entrance exam scores. They supposedly learn, hopefully improve, but usually complain about the repetition in
objectives and learning outcomes from the remedial to the advanced courses, the essay being the most often repeated
assignment. Teachers often complain about the learners’ inadequacy in using the language appropriately and
efficiently.
The university where this study is conducted caters for a variety of students who come from diverse cultural,
educational, linguistic, or social backgrounds. Various dialects and accents of Arabic, French, English, Armenian,
Spanish and Portuguese are heard on campus. In this multilingual/multicultural context, there is a great deal of
code-switching which is a common trait of the Lebanese culture. Students and teachers code-switch easily from one
language to the other unconsciously (see for instance, Thonhauser, 2000).
4.2 Participants
4.2.1 Students
We chose to interview thirty students attending the different English language courses in the English as Foreign
Language (EFL) Program at the University: Semi-structured interviews were conducted individually and face-to-face
(see Appendix A, students’ interview questions). Coordinators were asked to select six students at random from each www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011
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English course (5 courses in all) to be interviewed. The majority of the students who answered are between the ages of
18 and 21. Of the thirty interviewed students, twenty students are majoring in business, three are majoring in graphic
design, two in education, two in computer science, one in engineering, one in pharmacy, and one in communication
arts.
4.2.2 Teachers
We sent email semi-structured questionnaires consisting of four main questions to the English language teachers in the
EFL Program at the University (see Appendix B, teachers’ email questionnaire). Out of the twenty full-time and part
time teachers a 30% response rate was received. The student and teacher sample was considered adequate for this
preliminary study.
4.3 Procedure and instruments
The research design is qualitative using mixed methods of questionnaires and semi structured interviews. Our sample
is purposive because it serves the objectives of our study to “gain insight” in the selected phenomenon (Fraenkel &
Wallen, 2000, p. 465) which is the perceptions of teachers and students of student motivation during the English
language classes. We also kept notes on the general discussions and meetings regarding the English language courses
that took place at the university. Furthermore, we recorded informal comments of students and teachers whenever the
subject of the English courses was mentioned. Items for interviews and questionnaires were derived from the reviewed
literature on motivation in language classes.
Ethical considerations were attended to. We sought approval from the concerned universities body to conduct the
study in the English language classes at the university. Once the approval was granted, the data collection tools were
prepared, piloted, and adjusted accordingly. The participants were informed of the purpose of the research and that the
information obtain will be confidential, anonymous and voluntary. This also helped diminish researchers’ bias.
Confidentiality was ensured by using fictional names, and integrity was upheld in dealing with participants and data.
Qualitative data analysis was used to find consistent patterns in the various perspectives revealed in the interview data
and researchers’ notes. Transcripts were read thoroughly and common themes and perceptions were highlighted. The
instruments used to collect the data complemented each other. They gave us a clearer picture of the problems students
face in the language classes. They also drew on teachers’ and students’ views regarding the issue at hand. Thus we
were able to draw our own conclusion and suggest solutions for such problems. Findings were compared to some
international studies.
Validity or the appropriateness of the inferences that are made and reliability or the dependability of the results were
ensured by using two types of qualitative data at the time, eliciting the responses and perceptions from the interviews
and questionnaires gave meaningful data.
5. Results
The results of the student interviews and teacher questionnaires are given according to three thematic issues related to
motivation as mentioned below.
5.1 Purpose of language classes
Many students believed that the English language classes help them cope better with other courses at the university,
but ten denied this. In fact, these ten students did not seem to really know what they needed. What is of concern is that
these students believe that the English language courses are mainly set to improve their writing skills since the
assignments are mainly writing ones. Critical thinking, reading strategies, listening comprehension, and speaking
were not mentioned by the students during the interviews.
Though students complain about their English language courses, the majority agree that such courses should be
obligatory; however, seven of those who were interviewed would rather have some of these courses offered as
optional ones, and only one student would rather not have English courses at all. In fact, students have reiterated in
their comments that they’d rather have fewer English language courses as in many cases there is redundancy.
Teachers stated that their role is to help students cope with and improve their academic writing skills, follow process
writing in all its steps; give them enough basic knowledge in the grammatical structure of the target language so that
they can write better and choose interesting subjects and/or topics for students. They would rather encourage students
to support their writing with resources, to learn how to be well organized, and be able to follow and examine models of
different academic genres.
5.2 Content and teaching methods
When asked to list the two most important strategies to help students discuss engagingly in the target language,
teachers claimed that one of the strategies that may help learners is to create a relaxed atmosphere in the class. They www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011
Published by Canadian Center of Science and Education
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also mentioned the following: Teachers should also motivate learners by choosing topics that interest students and not
teachers. Setting up a conductive environment with relevant and interesting activities is also very important. Classes
should be learner centered and not teacher oriented. Teachers should supply students with enough background
information, i.e. reading materials, prior to a discussion so that students can support their arguments properly.
When asked to list the two most important strategies related to think critically in the target language, teachers’ answers
were as follows: ‘to focus on questions about logic, the writer and emotions which will lead to good critical thinking.
Let learners give their own opinion/position. Challenge them so that they can persuade their readers appropriately.’
5.3 Language skills (reading, writing and grammar)
All teachers agreed that there are some problems that hinder students’ progress in the English classroom. The
repeated answer was lack of motivation due to different factors. Accordingly, teachers tend to blame the weak
background of the students such as they barely know the basics of the English language needed for academic purposes,
and they come from a culture that does not read or translate from the Arabic or Spanish language. Another problem is
that the materials used in the class are of little interest to the students. In addition, learners know the grammatical
rules, but they cannot transfer their knowledge and apply what they know into their writing
On the other hand, the vast majority of the learners stated that in their language classes, the emphasis is first on writing
skills while only four chose grammar and three reading comprehension. In fact, when learners were asked what they
viewed the objectives of the English classes at the university are, the majority of the students agreed that it is again
mainly to improve their writing skills. Some claimed that the objectives are to improve their readings strategies, others
critical thinking, speaking skills, and to understand spoken English.
Students, in general, complained that the language teachers did not make the courses interesting; they pointed out that
the role of the teachers should be to make the courses meet students’ needs and help them improve their language.
Students added that there should be less writing in the classes and more reading to help them analyze better and there
should be more speaking as oral communication is important especially in the global context.
All in all, many teachers blame the attitude of the students who claim that there is no link between their major at the
university and the many English courses they have to take.
6. Discussion
Teachers and students seem disappointed with the language classes offered at the university. Learners are unhappy on
the whole and find the English courses of no benefit. Motivation, then, seems to be an important point in our role in
helping students to learn the language (Lightbown & Spada, 1993; Dornyei & Csizer, 1998; Cheng & Dornyei, 2007;
Dornyei, 2006). Students want the classes to integrate all language skills and subskills, but unfortunately the main
focus of the courses is on writing academic English as also found by Harklau (2002) who argues for focusing on all
language skills. Then what is the importance of teaching academic writing to graduating students who will be seeking
a career where their main concern will be to write technical reports, communicate with others efficiently, and present
their point of view critically among others. More attention should be given to students' diverse needs (Gardner, 1983;
Dornyei & Skehan, 2003) and to multiple methods of learning to facilitate expression and engagement
(Ramachaudran, 2004; Mowl and Pain, 1995). This is not denying the importance of writing but mainly to rethink the
program in order to benefit learners.
One way is providing scaffolding to benefit language learners especially in writing (Lavelle & Zuercher, 2001). It
seems that the courses do not take into consideration the background of the students: some come from French or
Arabic medium pre-university classes while others from different cultural environments and even different countries.
There is a clear need for selecting content that is more relevant to the learners' lives (Stott, 2004; Udvari-Solner, 1996)
and also on an international level.
Furthermore, the main problem of some of these learners is the difficulty of expressing themselves in the target
language. Thus, teachers should allow different ways of responding to the learned material (Gardner, 1983, 1985).
Data from this study also show that the speaking component is nearly non-existent in the language classes. El-Dib
(2004), Yang and Lau (2003), and Lightbown and Spada (1993) found that students prefer interactive classes and
Davis (2003), Ghaith (2003) and Morell (2004) found that when students interact in class, they learn.
Students also want to see more tangible links between the required language courses and their needs. Language
learning should not be for studying purposes only but for effective communication and self-expression (Burden, 2004;
Dornyei, 1990; Oxford, 1996). Teachers, on the other hand, are not catering for learners’ different learning styles
either; whereas, they should engage students by using multiple ways of representation (Rose & Meyer, 2002). They
are only following the syllabus, which leaves little time for communicative methods as Morell (2004) found. Program
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Thus, teachers should not focus just on language accuracy but take into account whether students are communicating
their ideas. This by itself is hindering the progress of the students as teachers are not changing their teaching approach
to accommodate students (Cortazzi & Jin, 1999). Thus any feedback to students should be made clear so as to help
students improve (McCune, 2004).
7. Reflections and implications
This study has shown that there are issues that need to be addressed in the English language classes at the university.
Teachers and students are aware of these and have responded that more emphasis be placed on the other skills as well
as writing, incorporate interesting life related materials with a link to their university courses and their later
professions. Teachers’ complaints imply that students are not motivated and something must be done to create more
positive attitudes to learning English as part of the EFL Program.
Importantly, therefore, the university should rethink the English language classes. It should reorganize them with
appropriate emphasis on the language skills. Also, at the same time workshops on topics such as multiple intelligences
(Gardner, 1985; Gardner et al., 2004), catering for students’ learning styles (Cortazzi & Jin, 1999), differentiating
instruction (Tomlinson, 1995a; 1995b); teaching and integrating all language skills; using technology in the language
classes (Al-Jarf, 2004; Ramachaudran, 2004); and teaching language across the curriculum (Lavelle & Zuercher, 2001)
would greatly, in the opinion of the authors, instill a positive attitude in the teachers and in so doing motivate the
learners who will also have a change of attitude and self (Csizer & Dornyei, 2005a, b; Dornyei, 2010b; Gardner, 1983,
1985; Gardner et al. 2004).
Thus, teachers may help by involving students in choosing some of the materials for the class, engaging them in
setting their own goals for language learning as well as providing activities that allow using the language in and
outside the class for practical and relevant academic purposes. If motivating learners includes allowing them to being
partially or totally in control of their learning, then it follows that the university’s English courses should provide
opportunities for students to partake in choice of the content, methods and evaluation that both enhance their learning
or achieve program objectives. Consequently, instructors should revisit the English Program to meet students’ needs.
Motivating our students to learn the language should be priority (Csizer & Dornyei, 2005a, b; Dornyei, 1990, 1994,
2001a, b, 2006; Dornyei & Skehan, 2003) as it is only through sharpening this ‘tool’ that they can be successful in both
their academic and professional lives. This study was conducted on a small group of students in one university in
Lebanon, and its results cannot by all means be generalized; however, others in similar situations can benefit from
them. Thus, we recommend that more research exploring students’ motivation in L2 English language classes at the
university level be carried out. Our students as others world wide have proved to be effective in their work in any
context. Let us join together, share our stories, and give our students the best opportunities to learn and make a
difference.
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Appendix A
Students’ interview questions
Which skills are emphasized more in your English classes?
In your opinion, what are the objectives of the English classes at the university?
Should English language classes be obligatory or optional?
Do you like the way the classes are taught?
Do you find the time you spend in the classes to be interesting?
Do English language courses meet your needs regarding the use of the English language?
What are three benefits of the English language courses?
Do you think that the English language classes help you cope better with other courses at the university? If yes, how?
What do you like/ dislike about the English language classes?
Appendix B
Teachers’ email questionnaire
Would you answer the following questions related to the teaching/learning of English language classes at the
university?
According to you what are the five most important problems that hinder the students’ progress in the language classes?
According to you what are the two most important strategies to help learners discuss engagingly in the target
language?
According to you what are the two most important strategies to think deeply in the target language?
According to you what are the two most important strategies to write academically in the target language?
