Abstract
Saudi EFL learners have often felt a strong dissonance and lack of autonomy when learning a foreign language mainly due to overpowering influence of L1, the Arabic language, and partly due to penetration of socio-cultural norms in their communicative and learning patterns. This study investigates the moderating effect of classroom observation on relationship between learners’ motivation and learner autonomy in order to get the desired learners outcome. The study adopted a pretest and posttest experiment to measure the effect of classroom observation as a pedagogical technique in teaching EFL courses. These tests helped to assess how much classroom observation contributed to increasing the learners’ motivation and learner autonomy for a better attainment of learning outcomes. The data was collected through quantified results of pre-post tests and a questionnaire which focused on students’ views about classroom observation and other variables of the study, viz., motivation, learner autonomy and learning outcomes. Statistical results obtained through SPSS reveal that learners’ level of motivation and their autonomy increase as a result of increased frequency of classroom observation in their EFL courses. Prior to the implementation of classroom observation as a pedagogical technique, learners felt more inhibitions and dissonance resulting in consequences such as lack of motivation, loss of interest, low grades, rote learning, and too much dependence on the instructor’s help. But classroom observation as a novel pedagogical technique developed and sustained leaners’ motivation, learner autonomy and helped them attain best learning outcomes.