A Study of the Language Learning Motivation of Saudi Military Cadets

Abstract

Using Dörnyei’s (2009) L2 Motivational Self System as the main theoretical framework, this paper reports a study of Saudi military cadets’ motivation to learn English. The study aimed to: a) investigate the usefulness of Dörnyei’s model for understanding and explaining English language motivation in this global context; b) capture other motivational factors seen to be relevant to the designated group’s motivation to learn English. A sample of 194 Saudi military cadets participated in the survey. Correlation and regression analysis of the data support the usefulness of the L2 Motivational Self System in assessing participants’ motivation to learn English. Language Learning Attitudes was found to be the best predictor of self-reported learning effort. In addition, Instrumentality Promotion and Instrumentality Prevention proved to be strong predictors of self-reported learning effort. Finally, the study hypothesised that a new construct ‘Religious Interest’ impacted on participants’ motivation to learn English, and regression analysis showed this was also a strong predictor of self-reported learning effort.

The Relationship between the Saudi Cadets’ Learning Motivation and Their Vocabulary Knowledge

“…Similar to the IL2S, the third construct of the L2MSS (the L2LE) has a significant impact on the learning effort of L2 students. The results of a number of studies reveal an even stronger impact (Alqahtani, 2017b;Csizér & Kormos, 2009;Islam, Lamb, & Chambers, 2013). The L2LE has been referred to using a number of terms interchangeably; for example, "Language Learning Attitudes" (LLA) (Alqahtani, 2018a;2018b), "Attitudes to L2 Learning" (You, Dörnyei, & Csizér, 2016), "Attitudes to Learning English" (Islam et al, 2013), and "L2 Learning Attitude" (Csizér & Kormos, 2008b).…”

The L2 Motivational Self System and Religious Interest among Saudi Military Cadets: A Structural Equation Modelling Approach

“…In a previous study, Kormos & Csizér (2007) found that Hungarian L2 learners received help and encouragement from their parents regardless of their parents' ability to speak English on the basis of their belief in the importance that acquiring English had for their children. Parents' influence on their children's L2 motivation is even stronger in Asian and Arab cultures, as previous L2 motivation studies have revealed (Alqahtani, 2015(Alqahtani, , 2017Islam et al, 2013;Lamb, 2012;Taguchi et al, 2009).…”

“…Like the Ideal L2 Self, the L2 Learning Experience has been found to have a significant impact on learners' L2 learning effort. In some studies, the L2 Learning Experience was found to contribute more than the Ideal L2 Self to learners' L2 learning effort (Alqahtani, 2015(Alqahtani, , 2017Csizér & Kormos, 2009;Islam et al, 2013;Lamb, 2012). Previous studies have used various terms interchangeably to refer to this construct of the L2 Motivational Self System or to part of it; for example, "Language Learning Attitudes" (Alqahtani, 2015(Alqahtani, , 2017, "Attitudes to L2 Learning" (You et al, 2016), "Attitudes to Learning English" (Islam et al, 2013;Taguchi et al, 2009), and "L2 Learning Attitude" (Kormos et al, 2011).…”

“…In some studies, the L2 Learning Experience was found to contribute more than the Ideal L2 Self to learners' L2 learning effort (Alqahtani, 2015(Alqahtani, , 2017Csizér & Kormos, 2009;Islam et al, 2013;Lamb, 2012). Previous studies have used various terms interchangeably to refer to this construct of the L2 Motivational Self System or to part of it; for example, "Language Learning Attitudes" (Alqahtani, 2015(Alqahtani, , 2017, "Attitudes to L2 Learning" (You et al, 2016), "Attitudes to Learning English" (Islam et al, 2013;Taguchi et al, 2009), and "L2 Learning Attitude" (Kormos et al, 2011). It has been found that a number of variables have a direct effect on Language Learning Attitudes such as the Ideal L2 Self (Papi, 2010;Taguchi et al, 2009), the Ought-to L2 Self (Papi, 2010), and Parental Encouragement (Csizér & Kormos, 2009;Kormos et al, 2011).…”

“…This study attempts to determine the causal relationship among these factors themselves as well as with the reported intended learning effort (i.e., the criterion measure). In particular, this study examines the relationship between a newly developed motivational factor "Religious Interest" (Alqahtani, 2017) and the criterion measure. For this purpose, the researcher applied structural equation modelling (SEM) to evaluate a hypothesised motivational model representing the motivation to learn English of the Saudi military cadets (see Figure 1).…”