Linguistic Interference, Learning Difficulties, and English Language Acquisition: An Analytical Study of Teaching Strategies among Arab Students
DOI:
https://doi.org/10.65405/ckt01c33Keywords:
instructors, motivational practices, students’ motivation, English language learning, University of ZawiaAbstract
This study investigates the influence of EFL instructors’ motivational practices on undergraduate students’ motivation toward English language learning at the University of Zawia. It focuses on practices such as encouragement, positive feedback, supportive classroom interaction, meaningful activities, goal-setting, and reducing language anxiety. The study adopts a descriptive-analytical design and uses a questionnaire to collect data from undergraduate students studying English as a foreign language. The data will be analyzed using descriptive statistics, Pearson correlation, regression analysis, and Cronbach’s Alpha to examine the relationship between instructors’ motivational practices and students’ motivation. The study is expected to provide useful insights into the classroom factors that enhance learners’ interest, confidence, participation, and persistence in learning English. Its findings may help EFL instructors improve their teaching practices and support more motivating English language learning environments in Libyan higher education.
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References
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