000			03874ntm a2200373 i 4500
999			_c91140 _d91146
003			MY-KuUP
005			20251125105425.0
006			t||||fr|||| 000 0
007			ta
008			191112t20192019my a|||frm||| 000 0 eng d
020			_aTHE0008330(Local) _qhardback
040			_aUMP _beng _cUMP _erda
090			_aPBMSK .A84 2019 r Thesis
100	0		_aMuhammad Ishtiaq Fazal, _eauthor.
245	1	0	_aInvestigating the role of student teams-achievement divisions (STAD) on Saudi undergraguates’ motivation and vocabulary/ _cMuhammad Ishtiaq Fazal
264		1	_aKuantan, Pahang : _bUMP, _c2019
264		4	_c© 2019
300			_axviii, 304 pages : _billustrations ; _c30 cm. + _e1 CD-ROM
336			_atext _2rdacontent
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
337			_acomputer _2rdamedia
338			_avolume _2rdacarrier
338			_acomputer disc _2rdacarrier
347			_atext file _bPDF _2rda
500			_aCentre for Modern Languages and Human Sciences
502			_aThesis (Doctor of Philosophy) -- Universiti Malaysia Pahang – 2019
504			_aIncludes bibliographical references
520	3		_aThis 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.
610	2	0	_aCentre for Modern Languages and Human Sciences _xDissertations
650		0	_aUniversities and colleges _xDisertations
650		0	_aTheses
942			_2lcc _cTHESIS