Una nueva mirada en la mediación pedagógica al encuentro con el sentido del aprendizaje en los procesos educativos

Universidad Nacional: Una nueva mirada en la mediación pedagógica al 158 major influential factors such as EFL teachers’ competency, work motivation, and job satisfaction affecting EFL teachers’ professional performance. Likewise, Alsayed (2003) poses that motivation plays a very important role in success when learning English as a foreign language. Teachers can enhance language learning bymeans ofmotivating students to get high marks. There seems to be a spiral relationship between motivation and success. If the student is more motivated, he will put in more effort, which will result in better performance. Initiating motivation is one thing and maintaining it is another huge task. That context dictates that teachers have to experiment and try new ideas that can involve the whole class. Therefore, improving our students’ motivation level is very important in the language classroom. This can be achieve by giving awards, increasing self-esteem and confidence, and trying to provide them positive feedback when possible, which will influence students’ optimism. Teachers must help students achieve success in order to increase their motivation. Teachers can achieve this by giving accessible tasks, involving students in classroom activities, and giving room for choice of tasks. Former proposition is supported by Hutchinson and Waters, 1991) when they express that the importance of ESP learners and their attitudes to learning are emphasized by the new developments in educational psychology. The clear relevance of the English course to their needs would improve the learners’ motivation and thereby make learning better, thus affecting their performance. Likewise, Saliu and Hajrullai (2016) explain that learners learn English for a specific purpose corresponding to their subject matter in order to gain and develop certain knowledge and skills through English. Therefore, students learn English not only because they are interested in English language but also because they have to accomplish a task in English. In fact, their know-how in the English language must be at such an adequate level that they can communicate and generally perform well in their major field of studies. In other words, learners’ need for ESP is further advocated by that fact that all those students who have studied English for Specific Purposes during their university days, would find it easy for them to settle in to their work conditions where most of the technology trends are directly related to English language capability and would be easily employed in their profession. Besides, Dailey (2009) remarks that four core factors influence motivation; a positive attitude towards the L2 community, an enjoyment in learning the language, how students see themselves in the future as language speakers, and what external pressures are hindering their learning. The language teacher can be an influential source of motivation for L2 learners. Teachers can use these four factors discussed to inspire motivation in their students by familiarizing them with the L2 communities, providing enjoyable lessons that are relevant to the students’ needs, creating a positive ideal self in their minds, and encouraging language autonomy. These strategies can establish and develop motivation in a student. Correspondingly, TESOL (2018) suggests that teachers can plan meaningful lessons that promote language learning and help students develop learning strategies and critical thinking skills. For the organization, the lessons evolve from the learning objectives. Consequently, in practice, this standard applies to every class a teacher engages in.