Potential Changes in Saudi Students’ Motivations and Attitudes towards Learning English as a Foreign Language after Immersion in an L2 Learning Environment

Maha Alshehri

doi:10.32996/jeltal.2022.4.1.1

Abstract

This study traces potential changes in the motivation of Saudi students studying English as a second language (L2) in the UK. It investigates whether the beliefs and motivations of these students have changed during their learning experience, and identifies the pedagogical implications of such change for English teaching, not only to Saudi students in the UK but also to Saudi students enrolled in Saudi higher education institutions. It aims to identify the reasons behind changes in motivation as well as the impact these may have on students’ attitudes towards learning English as a foreign language (EFL). Data from questionnaires, interviews, and observations are used through three phases of the English academic programme. The study subjects are newly arrived Saudi students (three PhD students and 29 Master’s students) studying in four different universities in the UK under the fields of Linguistics, Applied Linguistics, and Translation. The conceptual framework is based on Dörnyei’s L2 Motivational Self System Theory and Dörnyei & Ushioda’s motivation and L2 self-framework. Changes in motivation are usually accompanied by changes in students’ classroom involvement, attitudes towards the target language, and positive or negative impacts on the students’ outcomes and language competencies. Similar to other types of learning, L2 learning cannot take place in a vacuum. The present study has various contributions to the field of SLA. First, it validates earlier studies about the issue of motivation in linguistics, attitudes towards language, and changes in one’s self-identity as an outcome of language development. Second, it serves as an addition to the body of knowledge pertaining to motivation and attitude of Saudi students towards English as L2 and the important role of culture in this process. Further, it serves as an important contribution to how Saudi students’ L2 acquisition is understood using Dörnyei's L2 Motivational Self System.

Highlights

The English language is used more widely across the globe in education, business and media, and as such, it is becoming invaluable for countries to increase the L2 English language proficiency of students who are looking forward to becoming a part of the growing English language community in different educational and business fields
Saudi Arabia launched a programme of scholarships in 2005 to equip new generations with tools that are potentially necessary for achieving success in learning English
English as a foreign language (EFL) (English as a Foreign Language) learning has become a significant research concern in Saudi Arabia due to the large number of foreign companies operating in the Kingdom and the ambitious scholarship programme promoted by King Abdullah

Summary

Introduction

The English language is used more widely across the globe in education, business and media, and as such, it is becoming invaluable for countries to increase the L2 English language proficiency of students who are looking forward to becoming a part of the growing English language community in different educational and business fields. Despite the vitality of self-identity changes in language learning, not much attention has been paid to this area in the context of EFL in Saudi Arabia. The growing interest in the field of language learning and the establishment of English language centres and preparatory year programmes in Saudi universities have imposed the need to adopt more learner-centred approaches (Schweisfurth, 2011). This was associated with a genuine need to examine self-identity changes of Saudi students at all levels. Some studies tackle the motivations of Arab EFL students at intermediate secondary school levels (Al-Nofaie, 2010; Suleiman, 2015)

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