Exploring Motivation, Self-concept and Engagement in an Emerging Educational Setting: A Mixed Methods Case Study of 4 EAP Classrooms in Iraqi Kurdistan

Stacey Xaelani ()
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Stacey Xaelani: University of Leicester

Studies in Educational Management, 2020, vol. 5, 1-15

Abstract: The aim of this mixed methods case study is to explore EAP (English for Academic Purposes) classes at universities in Kurdistan, North Iraq through two conceptual frameworks: The Actional Phase of The Process model of L2 motivation; (Dörnyei and Ottó, 1998) and Complex Dynamic Systems theory (Larsen-Freeman, 1997). The study explores the relationship between teaching practices and ability grouping on students’ academic motivation, academic self-concept, and classroom engagement seeking both teachers and students’ opinions, beliefs and perspectives. Employing an exploratory sequential research design, a combination of qualitative and quantitative research methodologies was used to analyse data from questionnaires, interviews and classroom observations. A complexity lens highlights the interrelatedness of the three constructs in an emerging educational setting as a complex dynamic system. Moreover, it reveals that several aspects of Dörnyei and Ottó’s (1998) model can be enhanced by and related to the Complex Dynamic Systems framework.

Keywords: Academic Motivation; Academic Self†Concept; Classroom Engagement; Ability Grouping; Complexity (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:bco:semaaa::v:5:y:2020:p:1-15

DOI: 10.32038/SEM.2020.05.01

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