REVIEW OF RELATED LITERATURE
Important changes in the understanding and management of the intrinsic motivation among Saudi EFL learners have been developed in the past 10 to 15 years. Various researchers, practitioners and policymakers now acknowledge that the intrinsic motivation among Saudi EFL learners can be conceptualized from a functional perspective and that appropriate interventions involve the development of alternative measures to cope up ( (1977). It was also noted that the establishment of a conducive environment for learning have served effectively in lowering the prevalence of underachievement among Saudi EFL learners ( 2003). At present, this philosophical shift has extended to university settings in Saudi Arabia. Teachers and educators here have recognized that some Saudi EFL learners do not have the skills and behavioral repertoires necessary to cope with the many academic and social expectations. Hence, these students may have the tendency to remain contented with their mediocre performances as their alternative way of mitigating these school expectations ( 2001).
For decades, researchers have tried to discover the intrinsic motivation among Saudi EFL learners (1992). And while they might have been able to identify certain sources of intrinsic motivation, they have yet to determine its precursor. However, it has been shown that the lack of intrinsic motivation produces consequences that foster inappropriate behavior (1974). Strong evidence suggests that the lack of intrinsic motivation and academic underachievement engage in a reciprocal relationship that has a short and long term effect on the students’ future outcome (1988). One of the criteria for identifying an underachieving student is whether he or she has an ability to learn that cannot be explained by other factors (Individuals with Disabilities Education Act [IDEA], 1997). A deficit in basic English reading, writing, and arithmetic skills, as well as skills related to other content subjects, significantly impairs an EFL learner’s ability to function educationally, socially, and emotionally across a variety of domains. When compared to academically achieving EFL learners, underachieving EFL learners have lower graduation rates, lower English reading and arithmetic scores and are less likely to attend postsecondary school (2001). As a consequence, underachieving EFL learners often experience a lifetime of problems in education and employment and are likely to become involved with the criminal justice system even at an early age (1999).
Take for instance the Saudi students having difficulty in adapting to English Language. At present, educators are facing an alarming acceleration in the occurrence of disruptive and challenging behaviors that seriously impede instruction and student learning. Also, there has been a rapid increase in percentage of Saudi students who have failed to acquire competent levels in English classes. Unfortunately, many underachieving students have both problems. School-ready behaviors include following directions, sustaining attention, participating in groups, having processing abilities, and showing motivation, all of which are absolutely necessary for students to perform well academically. Conversely, behavioral problems such as anxiety, disruption, noncompliance, and attention deficits are counterproductive to academic performance. Serious behaviors such as aggression, argumentativeness, and defiance are even more of a threat to learning, yet common in high-risk schools and universities. Behaviors, both positive and negative, affect student outcomes at the individual, classroom, and school level.
From a school perspective, EFL learners who displayed poor English reading skills in first grade had a 90% chance of continuing to have poor English reading skills three years later. (1988) reported that such students begin to actively dislike reading English and actually read less both in and out of school. Continuing over their school years, EFL learners showing English reading problems at the end of third grade are not likely to improve significantly by the end of eighth grade. Similarly, EFL learners exhibiting ongoing, serious disruptive behavior patterns well into third grade are increasingly considered chronic offenders in need of tertiary intervention such as intensive and ongoing measures, similar to medical treatment regimes prescribed for health disorders (1993).
EFL Learning Interventions
Interventions. The educational programs for Saudi EFL learners with an intrinsic motivation need to include attention to providing emotional and behavioral support as well as helping them to master the English language, develop social skills and increase self-awareness, self-control and self-esteem. Numerous interventions have been done to support Saudi EFL learners.
Positive Behavioral Support. A large body of research exists regarding methods of providing Saudi EFL learners with positive behavioral support (PBS) in the school environment, so that problem behaviors are minimized and positive, appropriate behaviors are fostered. Positive behavior support (PBS) has been proven to be an effective application in increasing appropriate behavior among EFL learners ( 2002). PBS strategies can be used anywhere including schools and at home. PBS strategies are most successful when implemented by those who typically work with the EFL learner. PBS social skills instruction emphasizes the acquisition, performance, generalization, and maintenance of pro-social behaviors, especially intrinsic motivation, and the reduction or elimination of competing behaviors. The goal is to teach the EFL learner a variety of positive behaviors. The combination of teaching EFL and reinforcing positive student behavior and conducting interventions that improve the school environment are most effective. A systematic, integrated approach to discipline management that targets the entire school, classrooms, and individuals within the school are most beneficial.
Cognitive-Behavioral Interventions (CBIs) can be a viable approach for EFL teachers to remediate the lack of intrinsic motivation among EFL learners and excesses by providing EFL learners with the tools necessary to control their own behavior. CBIs involve teaching the use of inner speech to modify underlying cognitions that affect overt behavior ( 1977). Since theorists consider the internalization of self-statements fundamental to developing self-control, deficient or maladaptive self-statements are viewed as contributing to negative beliefs about oneself, which can contribute significantly to childhood behavior problems, including aggression. CBI incorporates behavior therapy such as modeling, feedback, reinforcement and cognitive mediation like thinking aloud to build what can be called a new "coping template."
Contingency contracting is a positive way to increase intrinsic motivation among EFL learners as well (2003). For example, if an EFL learner in the room has a problem with completing assignments in English, an EFL teacher can design a contract with the EFL learner that indicates if he / she can complete four English assignments per week, then the EFL learner can have free time on Fridays. The possibilities are endless. Both the EFL learner and EFL teacher should sign the contract. If possible, a copy of it should be kept on the EFL learner’s desk to serve as a positive reminder. This concept is associated with the theme of EFL learners taking an active role in their education and behavior management. The contract should come up for review and evaluation after a mutually agreed upon time frame.
In the Individualized Education Program (IEP) strategies developed by a team, such as positive behavioral interventions and supports, are implemented in order to address the EFL learner’s lack of intrinsic motivation that impedes his or her EFL learning. EFL learners eligible for special education services may have IEPs that include psychological or counseling services. These are important related services that are available under law and are to be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel. Career education, both vocational and academic, is also a major part of secondary education and should be a part of the transition plan included in every adolescent’s IEP. There is growing recognition that families, as well as their children, need support, respite care, intensive case management, and a collaborative, multi-agency approach to services. Many communities are working toward providing these wrap-around services. There are a growing number of agencies and organizations actively involved in establishing support services in the community ( 2004).
EFL learning and Intrinsic Motivation
The need to exercise effective intrinsic motivation is primary for all human beings, since they enable individuals to interact and function effectively. The lack of intrinsic motivation among EFL learners is a pervasive problem in the special education classroom. According to (1992), the basic definition of intrinsic motivation and social competence could be described as the interaction of varying factors, including positive relations with others, absence of maladaptive behaviors, peer acceptance, exhibiting specific behaviors that maximize the probability of reinforcement, employing behaviors that focus on peer acceptance, and effective social skills. While there are many ways to categorize intrinsic motivation, common difficulties related to the lack of intrinsic motivation include conflict resolution, sharing, turn-taking, problem avoidance, adaptation to routines, initiation of activities, making choices, interpreting facial expressions and gestures as well as emotional recognition and labeling.
Furthermore, specific skills are also deemed essential by EFL teachers to succeed in general education settings. These skills include coping skills such as expressing anger appropriately work habits like using class time efficiently and peer relationships such as interacting with a variety of EFL learners on a regular basis. and colleagues (2001) stated that, “As researchers worked to promote the success of EFL learners, they realized that certain personal or self-determination skills were not being learned” (). The EFL learners who do not have disabilities tend to reject EFL learners lacking intrinsic motivation, and researchers have found that the EFL teacher is left with the task of developing appropriate social interactions and personal competence skills (2001). Without the acceptance of peers, social isolation becomes prevalent. From this point, an EFL learner will lose the intrinsic motivation to do well in school. Eventually, this will lead to behavior problems, which will affect EFL learner growth immensely. These types of deficits will also hinder the ability to of EFL teachers to motivate the EFL learners to learn and to control the classroom. “EFL learners with deficits in intrinsic motivation may not only exhibit behavior that is problematic, but also have problems in thinking about social interaction and developing adaptive appropriate feelings” ( 2001).
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