A Needs Analysis for Motivational Language Teaching Practices in Teacher Education

Abstract

This paper reports the needs analysis for introducing an innovative module based on motivational language teaching practices into the training of Arabic teachers in Malaysian teacher education. Earlier studies imply that the teaching and learning of Arabic in Malaysia is generally unsatisfactory, declining of motivation is not uncommon among students, and that current and prospective Arabic teachers would benefit from more adequate training (Mustafa Che Omar, 2004; Abdul Rahim Ismail 1994). Sumaiyah (2011) found that while teachers observe the teaching practices related to creating initial motivation, their exercise of practices pertinent to maintaining motivation is relatively limited