Motivational Patterns in EFL Classrooms: A Descriptive Study of Student Behaviour, Affect, and Classroom Factors at Shinas Vocational College

Abstract

The current study aimed to examine the classroom behaviours, affective experiences, and motivational factors related to English as a Foreign Language (EFL) learning of Shinas Vocational College students in Oman. The study, in line with Self-Determination Theory, followed a quantitative descriptive design with the help of a questionnaire to get responses out of 117 students from various levels of English proficiency. The results suggest that students tend to have high behavioural engagement as indicated by regular attendance, completing their tasks, listening carefully and helping classmates. The affective responses were also positive, with confidence being the strongest indicator of emotion while enjoyment and personal relevance were moderate. The findings indicate that motivation on the students’ part in this case mainly comes from competence, classroom structuring and peers while autonomous self-directed engagement is comparatively weaker. With respect to this; the study asserts that students are practically motivated in the class. However, they can enhance their intrinsic motivation and strengthening personal It can be a great source of learning English. The results furnish Omani higher education with context-specific evidence and provide suggestions for enhancement in EFL teaching, feedback practices, and classroom climate.