Investigating the Impact of Motivation

on Developing Oral Proficiency Skills

Among EFL Learners
A Critical Review of Three Empirical Studies
Presented by Kharboutli Manar & Boudjaatat Khawla
Supervised by Dr. Silhadi Lynda
 Introduction
Good [morning/afternoon], respected members of the
jury. We are Kharboutli Manar & Boudjaatat Khawla,
and we are here to present our dissertation titled
'Investigating the Impact of Motivation on Developing
Oral Proficiency Skills Among EFL Learners: A Critical
Review of Three Empirical Studies'. This research was
.conducted under the supervision of Dr. Lynda Silhadi
 Theoretical Background
The theoretical background of our study explores
the relationship between motivation and oral
proficiency in language learning, drawing on
.several key theories
 Self-Determination Theory (SDT)
SDT, developed by Deci and Ryan, emphasizes the
role of autonomy, competence, and relatedness in
fostering intrinsic motivation. In language
learning, providing learners with a sense of
control and relevant tasks can enhance their
intrinsic motivation, leading to better oral
.proficiency
 Expectancy-Value Theory
This theory, proposed by Wigfield and Eccles,
focuses on learners' beliefs about their ability
to succeed (expectancy) and the value they
place on the task (value). Higher expectancy
and value are associated with greater
motivation, which can positively influence
language learning outcomes, including
.speaking skills
 Socio-Cultural Theory
Vygotsky's Socio-Cultural Theory highlights the
importance of social interactions and cultural
context in learning. According to this theory,
language learners benefit from collaborative
activities and meaningful communication with peers
and teachers, which can enhance their motivation
.and oral proficiency
 Review of Empirical Studies

We reviewed three empirical studies that

investigated the relationship between
motivation and oral proficiency among
EFL learners in different geographical
.contexts
 Ricardo and Navas Colon (2023)
Context: Latin American EFL students
Methodology: Mixed-methods approach with
surveys and interviews
Key Findings: High levels of intrinsic motivation
were linked to better oral proficiency. Extrinsic
motivation was also beneficial but to a lesser
.extent
 Toni and Rostami (2012)
Context: Iranian EFL learners
Methodology: Quasi-experimental design with pre- and
post-tests and motivational strategies intervention
Key Findings: Implementation of motivational strategies
significantly improved students' speaking skills. Both
intrinsic and extrinsic motivations were important, but
.culturally adapted strategies had a stronger impact
 Dwi Lia Rakhmasari (2018)
Context: Indonesian university students
Methodology: Longitudinal study using
questionnaires and classroom observations
Key Findings: Intrinsic motivation had a significant
positive correlation with oral proficiency. Extrinsic
motivation showed positive effects when
.combined with intrinsic factors
 Findings
All studies demonstrated a positive correlation
between motivation (both intrinsic and extrinsic) and
improved speaking skills. Intrinsic motivation was
consistently shown to have a stronger impact on oral
.proficiency
Overall the findings from the reviewed studies indicate
that motivation, both intrinsic and extrinsic, plays a
significant role in enhancing oral proficiency among EFL
learners. Tailored motivational strategies, when
adapted to specific educational contexts, significantly
.boost learners' speaking abilities
 Conclusion
In conclusion, this dissertation highlights the critical
role of motivation in developing oral proficiency among
EFL learners. By understanding and leveraging both
intrinsic and extrinsic motivators, educators can
significantly improve speaking skills in their students.
The study suggests implementing tailored motivational
strategies to create more effective and engaging
.language learning environments
 .Thank you for your attention
We are now ready to answer any
.questions you may have