The Motivational Orientations of Undergraduate Students to Learn Arabic in a Dubai Private University

Abstract

This study aimed to provide insight into the expatriate students’ motivations and attitudes toward Arabic Language learning at a private university in Dubai. This is a qualitative case study that utilized a cross-sectional descriptive approach and is underpinned by Gardner and Lambert’s Socio-Educational Model of Second Language Motivation, wherein the motivational orientation is bifurcated into instrumental and integrative orientations. The study sample consisted of 24 undergraduate students enrolled in Arabic language courses. As there is a drastic lack of motivation literature in the field of Arabic Language Learning and adult learning within the context of higher education in the emirate of Dubai, UAE, this research strives to become a substantial addition to this under-researched topic and unique context. This study highlights the motivations of expatriate students by providing a rich description of the learners’ profile and contributes to research on motivation as it concerns the learning of languages other than English (LOTE) and ultimately aims to contribute to social change (transformation) by encouraging an interest in researching the teaching and learning of Arabic in Dubai context. The study revealed that integrative motivations appear to be more pervasive than instrumental ones. This means that universities need to promote the importance of learning Arabic through authentic teaching, immersive experiences, cultural activities, and events, instead of the instrumental ‘end goal’ of the degree program. Research limitations arise from the limited sample size, focus on the learner’s vantage point, and the use of one instrument to collect data (a questionnaire).