Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary

This study investigates the effects of Student Teams-Achievement Divisions (STAD) on Saudi undergraduates’ motivation in learning L2 vocabulary. It also explores Saudi undergraduates’ views about STAD as a strategy that can enhance their motivation in learning vocabulary. The current study used a se...

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Main Author:	Fazal, Muhammad Ishtiaq
Format:	Thesis
Language:	English
Published:	2019
Subjects:	BF Psychology PE English
Online Access:	http://umpir.ump.edu.my/id/eprint/29926/1/Investigating%20the%20role%20of%20student%20teams-achievement%20divisions.pdf
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spelling	my-ump-ir.299262020-11-10T08:43:15Z Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary 2019-04 Fazal, Muhammad Ishtiaq BF Psychology PE English This study investigates the effects of Student Teams-Achievement Divisions (STAD) on Saudi undergraduates’ motivation in learning L2 vocabulary. It also explores Saudi undergraduates’ views about STAD as a strategy that can enhance their motivation in learning vocabulary. The current study used a sequential explanatory design. It was held at Unaizah Community College, Qassim University, Saudi Arabia. Two intact groups were selected from the first semester as STAD group and Traditional Learning group. Seventy six students (N=38 in each group) participated in the study. The STAD group was taught with Student Teams-Achievement Divisions (STAD) for eight weeks. The TL group was taught with traditional teacher-fronted method for the same period of time. A motivation questionnaire and a vocabulary test were administered before and after the intervention in the first phase. The quantitative data was analyzed using one way ANOVA. In the follow up phase, some students from the STAD group and the TL group were contacted for open ended interviews. The interviews were analyzed using ATLAS ti. The results of the motivation questionnaire, the vocabulary test and the interviews suggest that STAD is an effective strategy for teaching English to Saudi undergraduates. The STAD group significantly outperformed the TL group in the motivation questionnaire and the vocabulary test. The mean score of the STAD group is higher than the mean score of the TL group on the post-questionnaire and the vocabulary test. Qualitative data also suggests that Saudi undergraduates view STAD as a strategy that can enhance their motivation in learning vocabulary. The findings of the current study support social interdependence theory. According to this theory, learners work together, cooperate, show social competence and make psychological adjustments to be successful. Learners feel that their actions are important for their groups. This motivates them to learn and help others to learn. The findings of the current study will have important pedagogical implications in EFL context. EFL teachers may apply different CL strategies in their classrooms to give their students different learning experiences. An important theoretical implication that can be drawn from the findings is the value of social and cognitive development of students. Findings of the current study suggest that a cooperative learning experience can improve students’ social and cognitive development. 2019-04 Thesis http://umpir.ump.edu.my/id/eprint/29926/ http://umpir.ump.edu.my/id/eprint/29926/1/Investigating%20the%20role%20of%20student%20teams-achievement%20divisions.pdf pdf en public phd doctoral Universiti Malaysia Pahang Centre for Modern Languages and Human Sciences
institution	Universiti Malaysia Pahang Al-Sultan Abdullah
collection	UMPSA Institutional Repository
language	English
topic	BF Psychology PE English
spellingShingle	BF Psychology PE English Fazal, Muhammad Ishtiaq Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary
description	This study investigates the effects of Student Teams-Achievement Divisions (STAD) on Saudi undergraduates’ motivation in learning L2 vocabulary. It also explores Saudi undergraduates’ views about STAD as a strategy that can enhance their motivation in learning vocabulary. The current study used a sequential explanatory design. It was held at Unaizah Community College, Qassim University, Saudi Arabia. Two intact groups were selected from the first semester as STAD group and Traditional Learning group. Seventy six students (N=38 in each group) participated in the study. The STAD group was taught with Student Teams-Achievement Divisions (STAD) for eight weeks. The TL group was taught with traditional teacher-fronted method for the same period of time. A motivation questionnaire and a vocabulary test were administered before and after the intervention in the first phase. The quantitative data was analyzed using one way ANOVA. In the follow up phase, some students from the STAD group and the TL group were contacted for open ended interviews. The interviews were analyzed using ATLAS ti. The results of the motivation questionnaire, the vocabulary test and the interviews suggest that STAD is an effective strategy for teaching English to Saudi undergraduates. The STAD group significantly outperformed the TL group in the motivation questionnaire and the vocabulary test. The mean score of the STAD group is higher than the mean score of the TL group on the post-questionnaire and the vocabulary test. Qualitative data also suggests that Saudi undergraduates view STAD as a strategy that can enhance their motivation in learning vocabulary. The findings of the current study support social interdependence theory. According to this theory, learners work together, cooperate, show social competence and make psychological adjustments to be successful. Learners feel that their actions are important for their groups. This motivates them to learn and help others to learn. The findings of the current study will have important pedagogical implications in EFL context. EFL teachers may apply different CL strategies in their classrooms to give their students different learning experiences. An important theoretical implication that can be drawn from the findings is the value of social and cognitive development of students. Findings of the current study suggest that a cooperative learning experience can improve students’ social and cognitive development.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Fazal, Muhammad Ishtiaq
author_facet	Fazal, Muhammad Ishtiaq
author_sort	Fazal, Muhammad Ishtiaq
title	Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary
title_short	Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary
title_full	Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary
title_fullStr	Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary
title_full_unstemmed	Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary
title_sort	investigating the role of student teams-achievement divisions (stad) on saudi undergraguates’ motivation and vocabulary
granting_institution	Universiti Malaysia Pahang
granting_department	Centre for Modern Languages and Human Sciences
publishDate	2019
url	http://umpir.ump.edu.my/id/eprint/29926/1/Investigating%20the%20role%20of%20student%20teams-achievement%20divisions.pdf
_version_	1783732125546053632

Investigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary

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