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Inculcating Learners' Listening Motivation in English Language Teaching: A Case Study of British Education and Training System

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Title: Inculcating Learners' Listening Motivation in English Language Teaching: A Case Study of British Education and Training System
Language: English
Authors: Ajmal, Muhammad (ORCID 0000-0002-1085-7046), Kumar, Tribhuwan (ORCID 0000-0001-7259-9364)
Source: Arab World English Journal. Dec 2020 11(4):409-425.
Availability: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Student Motivation, English (Second Language), Second Language Instruction, Interaction, Listening Skills, Language Skills, Speech Communication, Correlation, Metacognition
Geographic Terms: Pakistan
ISSN: 2229-9327
Abstract: Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants' motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1287779
Database: ERIC
FullText Text:
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  Data: Inculcating Learners' Listening Motivation in English Language Teaching: A Case Study of British Education and Training System
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  Data: <searchLink fieldCode="AR" term="%22Ajmal%2C+Muhammad%22">Ajmal, Muhammad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1085-7046">0000-0002-1085-7046</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kumar%2C+Tribhuwan%22">Kumar, Tribhuwan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7259-9364">0000-0001-7259-9364</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Arab+World+English+Journal%22"><i>Arab World English Journal</i></searchLink>. Dec 2020 11(4):409-425.
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  Data: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 2229-9327
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  Label: Abstract
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  Data: Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants' motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.
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  Data: As Provided
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  Data: 2021
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  Data: EJ1287779
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      – Text: English
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        PageCount: 17
        StartPage: 409
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Motivation
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Listening Skills
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Speech Communication
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      – SubjectFull: Correlation
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      – SubjectFull: Metacognition
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      – SubjectFull: Pakistan
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