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

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  • Stacey Xaelani

    (University of Leicester)

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.

Suggested Citation

Handle: RePEc:bco:semaaa::v:5:y:2020:p:1-15
DOI: 10.32038/SEM.2020.05.01
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