Muslims around the world devote considerable effort to memorising the Qur'an, as this is deemed to be a highly meritorious endeavour that brings them closer to God. Memorisation of the Qur'an was one of the first, and most important, means by which the Qur'an was preserved by the early Muslim community. Interest in memorisation has continued over the centuries, but it has not evolved into a distinct field of study as has been the case with various sciences particular to the Qur'an, such as, for example, the sciences of qirāʾāt and tajwīd. This paper seeks to establish a distinct, interdisciplinary, academic sub-discipline for the study of issues related to the characteristics and particularities of Qur'an memorisation. The potential contribution to this emerging discipline of other academic fields, such as applied linguistics, psycholinguistics, and educational psychology, will also be discussed.
Decline in students' motivation to learn languages remains a vexing issue for teachers and educators. Among a myriad of factors that affect student motivation, teachers' practices appear to play a very dominant role. This has been reflected in the rising number of studies that examine teachers' motivational strategies. This study aims to determine the specific teacher strategies which are most likely to positively affect the motivation of Arab learners of English from the perspective of learners. Some 400 teenage learners of English responded to an open-ended question in which they were asked to freely describe the strategies their teachers used that motivated them to learn. The results of the study suggest that the majority of students prefer strategies that promote communicative uses of the language to ones that focus on grammar or emphasize learning through texts. Many students also reported that they had more interest in studying English when their teachers integrated technology. It is therefore recommended that teachers give more weight to these motivating strategies by incorporating more communicative use of English and more technology into their lessons.
Decline in students' motivation to learn languages is still a vexing issue for many teachers and educators. Among a myriad of factors that affect students' motivation and willingness to invest in their studies, teachers' actions and practices stand out as playing a very dominant role. This has been reflected in the rising number of studies that examine teachers' motivational strategies, though there is much that is still to be explored, and the contexts in which these strategies are studied need to be expanded. This study aims to determine the specific teacher strategies which are most likely to positively affect the motivation of Arab learners of English from the perspective of learners. Some 400 teenage learners of English responded to an open-ended question in which they were asked to freely report the teaching strategies employed by their teachers that they deemed motivating. The results of the study suggest that the majority of students prefer strategies that promote communicative uses of the language to ones that focus on grammar or that emphasize learning through texts. Many students also reported that they had more interest in studying English when their teachers integrated technological tools. It is therefore recommended that teachers give more weight to these motivating strategies by incorporating more communicative use of English and more technology into their lessons.
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