faculty

CHAPTER SEVEN

DISCUSSION

7.1 INTRODUCTION

This study has attempted to investigate the relationship between different amounts of exposure to oral pedagogic tasks and the Saudi learners’ motivation and oral production through a detailed analysis of quantitative and qualitative data in chapters five and six. It has also attempted to investigate the nature of task motivation and to identify the motivating aspects of a task. The purpose of these investigations is to develop a better understanding of the potential role that tasks may play in supporting the Saudi English language syllabus, which is currently undergoing reform.

As we have seen in the previous chapter, the results suggest broadly that there are positive and strong relationships between exposure to the oral tasks and the learners’ general motivation and oral production, and that there are strong and positive relationships between different amounts of exposure to the oral tasks and the learners’ general motivation and oral production. The results also suggest that task motivation is situation-specific in nature and that the relationship between task motivation and the different amounts of exposure to the oral tasks is not substantial. In addition, the results suggest that the learners held a very positive attitude towards their experience of the tasks and were able to identify several aspects of the tasks they considered motivating. Finally, as expected generally, we found that exposure to the oral tasks seems to have had positive effects on the learners’ general motivation and oral production. However, the exploration of these issues was not based on specific expectations about the relationships between exposure to tasks and learners’ general motivation and oral production, instead it was hoped that an exploration of the nature of these relationships would yield valuable insights into the phenomena under study.

In the following sections, each set of results will be discussed with the aim of relating them to the literature where possible, suggesting possible reasons behind these results, indicating their limitations and considering possible implications for language learning and teaching. The chapter begins by discussing the relationship between the learners’ exposure to the tasks and their general motivation (7.2), and their oral production (7.3). The relationship between the learners’ general motivation and their oral performance is discussed in (7.4). Then, the results in relation to the motivating aspects of the tasks are explored in (7.5) followed by those related to task motivation (7.6). General implications drawn from these discussions are then presented in (7.7). The chapter is summarised in (7.8).

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