How can theories of motivation/demotivation be used in Box Hill College Kuwait to improve students motivation with a
curriculum focused on language learning strategies?
The BHCK Foundation program in Kuwait has three levels so students attend up to three semesters of English prior to
their mainstream programs. Its primary function is to prepare students for mainstream classes taught by L1 English speakers
using BA level English textbooks. The short duration of English study means the focus of the curriculum has been on the
teaching of learning strategies, or ‘learning to learn’.
Motivation of BHCK students if affected by a number of factors including: a belief that they are ‘not good students’,
cultural clashes with foreign teachers, discrepancies between their previous learning experience and the expectations of their
teachers, family focus on obtaining a degree rather than support during the learning process, and the failure of students to form
a student identity because of cultural norms for girls.
The curriculum focuses on learning strategies such as guess meaning from context, pre-writing strategies, and note-taking.
Some of these are non-observable, observable but not clearly marked/graded, or observable but left up to students with little or
no input from teachers. It is difficult for students to see clear and measureable progress being made which demotivates
students as they are less likely to receive the external motivation of clearly improving marks, family praise, or even clear and
specific notes for improvement.
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Literature Review
a. Learning Strategies
i. Oxford’s types of learning strategies relevant to my context
ii. Carter and Nunan connection between motivation and learning strategies
iii. Implications of explicit teaching of LLS
iv. Studies
 Factors affecting choice and use of learning strategies
 Learning strategies in Middle Eastern context
b. Motivation
i. Short history of motivation theory
ii. Types of motivation
i. Current theory most relevant to context
 Ushioda-Person in Context theory
 Dornyei-L2 Motivational Self System
ii. Demotivation factors
 Oxford-teacher attitude, style conflicts, nature of activities
 Dornyei-low confidence, compulsory learning, teacher, books
iii. Significant others
iv. Studies
 Factors affecting motivation
 Motivation in Middle Eastern context
c. Gaps in research
i. Very little research done in Middle East (even less in Kuwait)
ii. Research connects motivation to choice and use of learning strategies, but was unable to find any
that sought to identify causal relationship between teaching focus on learning strategies and student
motivation
Discussion
a. LLS
i. Types of strategies and methods of teaching
ii. Factors like previous use of strategies
b. Motivation
i. Common motivation/demotivation
ii. Significant others-importance of external motivation from teachers and family
iii. Factors like previous learning, future use, family support
iv. Effect of LLS on motivation-why it seems to demotivate students
c. Proposed recommendations
i. Inclusion of context (embedded teaching)
ii. Clearer guidelines and rationale for students and parents
Conclusion
a. Gaps in connection of LLS and Motivation theory
b. Feasibility and generalizability of recommendations
c. Further research done on specific causal relationships between LLS and motivation. How do students perceive
the teaching of LLS? How motivated are they to learn LLS? Do they understand rational behind focus on LLS?