Language learning does not occur as a result of the transmission of facts about language or from a succession of rote memorization drills. It is the result of opportunities for meaningful interaction with others in the target language. Therefore, lecturing and recitation may not be the most appropriate modes of language use in the second language classroom. Teachers need to move toward more richly interactive language use. The teachers have to know what and when to teach before coming into the class.
Conditions should be organized to have a good and successful teaching and learning atmosphere in schools. Teachers should have the appropriate qualifications to teach the language.
There are many factors that influence the academic success and motivation of students. Social cognitive theory contends that individuals learn and perform based upon a triadic reciprocity of personal factors, behavior, and the environment (Bandura, 1986).
Personal factors such as beliefs, behaviors, and the environment equally influence one another. Existing literature suggests that highly motivated students may attain more academic success (Grolnick & Kurowski, 1999; Grolnlick & Ryan, 1989; Grolnick, Ryan, & Deci, 1991); Grolnick & Slowiaczek, 1994). Thus, parenting practices that influence or teach adaptive motivational and achievement outcomes are an aspect of a student’s success that are in need of consideration.
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