How Can Teacher Motivate Emirati Students to Read?

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Table of Contents

Introduction
Purpose and Methodology
Research Questions
Results
Analysis
References

Introduction

Making students read can sometimes turn into a tough challenge for many teachers epically if they work with representatives from Gulf countries. It appears that Emirati students are not introduced to the culture of reading in their free time or at home though the country has faced drastic changes and development over the last three decades. Education appeared to be a key element of those changes considering a vast representation of the UAE on the oil market and other defining industries branches. Language appears to be a new potential resource. It means that strategies of motivating students’ reading also call for changes and development.

Purpose and Methodology

This study is to identify the most efficient motivating strategies for Emirati students. It investigates the literacy and enjoyment level of reading in English in addition to key components that motivate students to read books in their free time. The qualitative case study discusses several motivation types based on teachers and students’ interviews and detects the most important ones. The idea is to reveal possible aspects of effective literacy practices and implement motivating strategies in the classroom setting.

Research Questions

This study contains answers to questions asked during interviews with instructors. These answers are used to synthesize and collect necessary data that will help to determine the main problems of students resistant to reading as well as the most efficient motivation strategies and tools. The research questions are as follows:

What proportion of your Emirati student enjoy reading in their free time? How does this compare with other nationalities that you have taught?
What motivates Emirati students to read books in their free time?
Why do other Emirati students not enjoy reading in their free time?
What strategies do you use to motivate Emirati students to read? Do you try to develop intrinsic or extrinsic motivation? Which is more important?
How can teachers blend student’s’ personal reading motivation in the classroom setting?

Results

The term “motivation” can be defined as the extent to which we opt for particular goals and purposes and make efforts in order to achieve those goals. The deficit of reading has become more evident when the official 2012 IELTS score has been revealed with only 4.6 for UAE. Such score is the worst among all other Gulf countries putting Emirati students in a tight corner. On the one hand, some of them are resistant to reading in the classroom setting.

They have a clear understanding of their weakness in that field considering that “Modern Standard Arabic (MSA) is the official language of the country and of the public sector; English is the language of much of the private sector” (O’Neill, 2014). Moreover, the UAE can boast a unique educational system with about half Emirati nationals who go to private educational establishments. The current statistics shows that there are “87% of students in private schools” (Kenaid, 2011).

The score is rather low if compared with the average result 6.0 for other countries. Reading comprehension difficulties, Arabic speaking students face, mainly occur “due to deficient lower level processes such as letter and word identification” (O’Sullivan, n.d.). That is why new strategies and motivation tools should be implemented to improve the situation. Education field is improving in view of new technologies. Innovative methods appear making it possible for students from the UAE to benefit from efficient online motivation tools such as Mreader as a part of a university foundation system. Moreover, specific types of books have been determined.

They have proved to be more interesting for Emirati students considering their national preferences. This fact makes the reading easier and more involving which eventually results in a greater success. Most students are used to reading tasks where they need to concentrate on words rather than key ideas and thoughts. This strategy also calls for reframing to make the literacy practice more interesting.

Emirati students’ interviews depict several key factors that motivate them to read books in their free time. Major respondents are eager to study at leading universities abroad. Such eagerness is often pushed by the will of their parents. Statistics shows that boys are pushed less in comparison with the girls considering cultural and social aspects of the UAE. Males are freer than females who are more responsible.

Moreover, Emirati students show their readiness to discuss different topics in the classroom. They include non-academic topics related to society, ethics and more. They only need a close interaction with other participants while instructors are recommended accommodating personal needs of their students. Degree, interaction quality, and duration are among the key factors that influence the motivation to read and develop the level of literacy.

On the other hand, some Emirati students are resistant to reading books. It results in a simple boringness, which comes as a stereotype. Some students simply do not like it to visit libraries or prefer spending free time playing the computer or surfing the net via portable gadgets and laptops. Several efficient methods help to overcome those reasons. Teachers’ interviews highlight various key points that include personal motivation.

Instructors are free to establish personal relations with individual participants. The idea is to express a sincere interest in every student in particular. Development of cultural awareness helps to motivate students to read in the classroom setting. Instructors should always have time to discuss students’ culture developing the in-depth understanding and acceptance. Some teachers opt for describing stereotypes from different cultures and proceed with cultural exchanges involving all participants in the educational process.

This study contains several key concepts based on “the two main types of learner motivation: extrinsic and intrinsic motivation” (Johnson, n.d.). Both types are necessary to develop. However, intrinsic type is more efficient according to the latest researches and interviews. Intrinsic motivation is when a student simply enjoys the activity he or she is engaged. No obvious external awards are necessary when using this type of motivation.

Intrinsic motivation explains why people are involved in particular activities for pleasure and satisfaction. Still there is a type of extrinsic motivation that experienced instructors suggest developing. Some students require a boot and a sense of self-determination. This is why positive feedback is vital. The only thing teachers should keep in mind “every class is a mixed ability class, and, even with a new group, you know who the best students are” (Wilson, 2010).

Motivation to read in the classroom setting includes several defining points highlighted by the interview. First of all, social connection between students in the classroom. It stimulates gender dynamics and results in an efficient and enjoyable work in pairs and groups. The information should be presented in various formats, not only in books. Aural culture and storytelling can also have a great impact on the overall literacy level.

Analysis

Teachers are responsible for creating a students’-friendly atmosphere in the classroom. They are supposed to know much about Emirati culture as well as the linguistic background. It will help to determine the most efficient motivation strategy in future. Using students’ communication capacities is vital. On the one hand, it will result in literacy skills development. On the other hand, it will help to foster the harmony in the classroom and encourage students to achieve their future goals.

References

Johnson, A. (n.d.). To What Extent Can Graded Readers Motivate Emirati Students to Become Extensive Readers?. Web.

Kenaid, K. (2011). In Search of Good Education: Why Emirati parents choose private schools in Dubai. Dubai, UAE: Knowledge and Human Development Authority.

O’Neill, G. (2014). “Just a natural move towards English”: Gulf youth attitudes towards Arabic and English literacy. Sydney, Australia: Zayed University Press.

O’Sullivan, A. (n.d.). Reading in the Gulf: Is it time for a re-focus?. Web.

Wilson, K. (2010). Re: Ten ways to motivate the unmotivated. Web.

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