Motivation And English Language Learning Among University Teachers

Résumé: English language learning can be very challenging, particularly regarding motivation. Investigating the motivational factors affecting English language learning among university teachers is essential to enhance teaching quality and promote effective language learning strategies. As universities become more diverse and globalized, and English becomes the dominant medium of instruction (EMI) and communication. This paper aims to identify the motivational factors influencing English language learning among university teachers, internal factors as well as external factors. Understanding these motivational factors will help design targeted interventions to enhance motivation and engagement in English language learning. This, in turn, facilitates effective communication, intercultural competence, and international collaboration among university teachers and academic communities.

Publié dans la revue: فتوحات