Volume 6, Issue 12 (3-2019)                   CSTP 2019, 6(12): 167-271 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

asadi M, salimi J. A study of viewpoints of English language instructors to motivate Lerner to learning English through curricular; representation of a Model . CSTP. 2019; 6 (12) :167-271
URL: http://cstp.khu.ac.ir/article-1-2777-en.html
1- university of kurdistan
2- university of kurdistan , j_salimi2003@yahoo.com
Abstract:   (3094 Views)

One of the problems of students’ entrance from secondary education to  university is lack of English language skills  and incentive to improve their learning. This research aims to identify the ways to strengthen English language skills with an emphasis on undergraduate students' motivation. This research is qualitative approach and Grounded theory strategy. The study population has been consisted of English language lecturers in Sanandaj’s public universities, which 14 participant purposefully were selected using theoretical sampling and theoretical data saturation indicator. The used instrument was the semi-structured qualitative interview. The process of coding and modeling of data has been done through content analysis software (MAXQDA 11). The findings shows Pedagogical themes (with concepts of active teaching methods, teaching-learning process, and Appropriateness of content), structural themes (with concepts of cultural, and educational challenges) with the formation the theory of “motivation-based instruction” will be helpful in clarifying the issue.

Full-Text [PDF 885 kb]   (725 Downloads)    
Type of Study: Research |
Received: 2017/04/17 | Revised: 2019/04/18 | Accepted: 2017/08/2 | Published: 2018/12/26

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Theory & Practice in Curriculum Journal

Designed & Developed by : Yektaweb