SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

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Iranda Bajrami, MA kanë qenë të interesuar për çështjen e motivimit pasi ai perceptohet si faktor kyç në mësimdhënien e gjuhëve të huaja. Me qëllim që të zbulohet raporti në mes motivimit të studentëve dhe ndikimit të mësimdhënësve në motivimin e tyre, janë përdorur tre lloje të grumubullimit të të dhënave: observimi i procesit të mësimdhënies, pyetësorë për studentë dhe pyetësorë për mësimdhënësit. Gjetja më e rëndësishme e këtij studimi dëshmoi se në klasat ku shumica e faktorëve për motivimin e studentëve kanë qenë të pranishëm në mësimdhënien e një mësimdhënësi, studentët kanë pohuar se janë të motivuar dhe e kanë justifikuar opinionin e tyre me komentet e bëra dhe anasjelltas.. Rëndësia e këtij studimi është, pasi ai duhet të ndikojë pozitivisht në mësimdhënien e gjuhës angleze si gjuhë e huaj, veçanërisht në universitetet si Universiteti i Evropës Juglindore (UEJL) dhe të tjerë. Në qoftë se mësimdhënësit përpiqen ta rrisin motivimin e studentëve dhe ti marrin parasysh kërkesat e tyre, atëherë studentët mezi do të presin që ti ndjekin ato orë dhe ta mësojnë lëndën. Апстракт Намерата на овој научен труд е да се открие улогата на универзитетските предавачи врз мотивацијата на студентите во часовите за странски јазици. Многу научници во полето на образованието, и посебно научниците за странски јазици биле заинтересирани за мотивацијата, бидејЌи таа се перцептира како главен фактор во наставата за странски јазици. За да се открие односот помеЃу мотивацијата на студентите и влијанието на предавачите врз нивната мотивација, три начини за собирање на податоци се употребени: опсервација на наставниот процес, праШалници за студенти и праШалници за професори. Најзначајниот пронајдок на ова истражување покажа, дека во училниците каде Што поголем број на фактори за мотивирање биле присутни во наставата на еден предавач студентите подврдиле дека се мотивирани, и нивното мислење го оправдале со дадените коментари и обратно. Значајноста на ова истражување лежи во фактот Што тоа Ќе влијае позитивно врз начинот на предавање на англискиот јазик како странски јазик посебно во универзитетите како Што е Југоисточно Европскиот Универзитет (ЈИЕУ) и други. Доколку предавачите се потрудат да ја зголемат мотивацијата на студентите, и да ги земат во предвид нивните потреби, тогаШ студентите нестрпливо Ќе чекаат да ги следат нивните часови и да го научат предметот. 140
SEEU Review Volume 5, No. 2, 2009 Introduction The issue of motivation has been a topic of interest for educators throughout the years. Even though its peak was in the 1980s and 1990s (Cameron & Pierce, 1994; Rodin, Rennet & Solomon, 1980) it is still important today because generations change and there is always a demand on teachers to motivate their students in their language classrooms (Guthrie, 2001; Brewer and Burgess, 2005). Effective teaching and learning is associated with motivation. In this paper the focus is on university level studies because more attention should be paid to university students’ motivation (Brewer & Burgess, 2005). University teachers should possess motivational qualities and build new strategies to motivate their students. Moreover, teachers should be careful about the direction in which they take their students since motivation plays a decisive role in changes to student behaviour and learning. “Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom” (Davis, 1999, para.1). Davis (1999) also points out that there is not a “single magical formula for motivating students” (para. 2) but there are many factors that teachers should be aware of. The teacher’s role is of great importance. A lack of a motivational environment may be a cause for many other problems occurring in the classroom. Since there is not only one way of motivating students, and motivating adults is an especially challenging topic, in this research an attempt was made to find out the strategies that motivate students and to see the link between teachers using those strategies and students’ confirmation that they are really motivated in those classes. Literature Review What is Motivation as Defined in an Educational Context? According to Williams & Burden (1997) the notion of motivation is created by many factors which are “interest, curiosity, or desire to achieve” (p.111). Moreover, they present a definition of motivation which is interpreted as: 141
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Page 142 and 143: Iranda Bajrami, MA a state of c
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