The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement
By Fakieh Alrabai. 2016
109 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/7cf2d9a4764fb4b8d403c0e1fa23c546df3f198e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Z. Dörnyei
- Abdullah Alamer
- M. Lamb
- Fakieh Alrabai
- Ali H. Al-Hoorie
- Mostafa Papi
- Phil Hiver
- Y. Teimouri
In Language and Linguistics
- M. Lamb
- Abdullah Alamer
- Z. Dörnyei
- Fakieh Alrabai
- Ali H. Al-Hoorie
- E. Ushioda
- Mostafa Papi
- Y. Teimouri
In Literature and Literary Theory
- Z. Dörnyei
- M. Lamb
- Abdullah Alamer
- Fakieh Alrabai
- Ali H. Al-Hoorie
- E. Ushioda
- Mostafa Papi
- D. Lasagabaster
Citations in the corpus
- Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge (2021, methodology): “The research uses an ideal L2 self-motivation construct found its usefulness for immediate and later learning outcomes, such as achievement and engagement (Alrabai, 2016).”
- The motivational dimension of language teaching (2017, background): “This last type of study has only been conducted in Saudi Arabia to date, possibly because of the difficulties of gaining ethical approval in many contexts.”
- A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “…many Saudi students of English at the university level lack motivation to acquire the knowledge and skills involved in learning English (Al-Maini, 2006; Alrabai, 2016; Alrahaili, 2014; Hamouda, 2012; Moskovsky, Alrabai, Paolini, & Ratcheva, 2013; Moskovsky, Assulaimani, Racheva, & Harkins, 2016).”
- Creating a Motivating Classroom Environment (2019, background): “However, more recently this trend has reversed, and language learning strategies have again been thrust back into the spotlight (see, e.g., Alrabai 2016; Moskovsky et al. 2013).”
- Factors Underlying Low Achievement of Saudi EFL Learners (2016, methodology): “Alrabai (2014a) highlighted some of these practices, such as the absence of teacher support, unsympathetic teachers, negative student performance evaluations, teachers’ lack of time for personal attention, threatening questioning styles, intolerance of learner errors, harsh correction or…”