The Level of Inclusion of Motivational Enhancement Methods in the “Lughati Al- Khalidah” Textbooks at the Intermediate Stage in Light of Expectancy–Value Theory from the Perspective of Arabic Language Teachers

The present study aimed to examine the level of inclusion of motivational enhancement methods in the intermediate- stage textbook series “Lughati Al-Khalidah” in light of Expectancy–Value Theory from the perspectives of Arabic language teachers. A descriptive survey design was employed, and a questionnaire was administered to a sample of 93 teachers from the General Directorate of Education in the Asir region. The findings indicated a high overall level of inclusion of motivational enhancement methods in the textbooks, while the sub-items ranged between moderate and high. The obstacles to implementing these strategies were rated high overall, with sub-items also ranging between moderate and high. Statistically significant differences were found in the expectancy and value dimensions attributable to academic qualification, professional rank, and training courses (except for the value dimension with respect to training courses). Regarding obstacles, significant differences appeared only in relation to training courses. The study recommended strengthening balanced inclusion and addressing implementation challenges in instructional practice.