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

Alqahtani, Ali Falah

doi:10.5539/ijel.v7n5p84

Cited by 4 publications

(4 citation statements)

References 28 publications

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“…Therefore, scholars such as Kormos et al (2011) and Taguchi et al (2009) suggest that the OL2S is likely to have a more salient role in Arab and Asian contexts, where the expectations of students' parents can be powerful motivators. The impact of the OL2S on the learning effort of L2 Saudi students was salient in Alqahtani's (2017a) study. In addition, it has been found in a number of studies, such as Csizér and Kormos (2009), Kormos et al (2011), andTaguchi et al (2009), that the OL2S was directly influenced by parental encouragement, which led Csizér and Kormos (2008a) to conclude that "the OL2S is entirely socially constructed" (p. 177).…”

Section: The L2mssmentioning

confidence: 88%

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

Alqahtani¹

2020

ELT

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This paper is a report on the study of the relationship between foreign/second language (L2) motivation and vocabulary knowledge. The population of the study is the cadets of a military academy in Saudi Arabia who study English as a foreign language. The total number of participants is 195 Saudis. The author uses the L2 Motivational Self System to investigate the cadets’ L2 motivation and the vocabulary test “X-Lex” (Meara & Milton, 2003) to measure their vocabulary size (VS). The correlation analysis shows a positive moderate statistical correlation between the students’ L2 motivation and their VS because the Ideal L2 Self, the Language Learning Attitudes, and the Intended Learning Effort had a linear relationship with the VS. Nevertheless, the regression analysis reveals that none of these motivational scales is a predictor of the students’ VS. Finally, the correlation analysis and the regression analysis disclose a statistically significant correlation between the Saudi cadets’ self-perception as competent English users and their L2 motivation as well as their VS.

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Section: The L2mssmentioning

confidence: 88%

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

Alqahtani¹

2020

ELT

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“…In addition, they maintain their motivation by reminding them of their goals to master their language learning goals. Affirming the benefits of mastering the target language seems beneficial for students (Alqahtani, 2017). In this sense, teachers can encourage students to remember their language learning goals as well as the benefits of language mastery such as getting better jobs or traveling abroad.…”

Section: Discussionmentioning

confidence: 99%

How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study

Adara

Puspahaty

2021

Engl. Franca acad. j. of Engl. lang. and educ.

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The present study aims to analyze how a group of EFL learners in Indonesia maintained their motivation and positive attitudes toward English learning during the Covid-19 pandemic. The present study applied a qualitative study by conducting semi-structured interviews with ten respondents. The results suggest that the Covid-19 pandemic has affected the respondents significantly. At the beginning of the Covid-19 pandemic, most respondents were demotivated but they were able to motivate themselves again by reminding themselves of the reasons they learned English in the first place. Those reasons are mostly dominated by extrinsic factors such as their need to get jobs, studying overseas and the benefits of mastering English for their future also motivated the respondents. However, some are still motivated to learn English because they are intrinsically motivated. The results suggest that both intrinsic and extrinsic motivation are needed to maintain learners' motivation and positive attitudes toward language learning. In addition, maintaining personal communication with students during tough times such as the Covid-19 pandemic seems important to be conducted by teachers. By keeping personal communication, teachers can help maintain students' motivation. Besides that, the findings of the present study indicate that the respondents used various methods to maintain their motivation such as using social media to learn English and constantly reminding themselves of their language learning goals. In regards to this, teachers should help students by integrating social media into the lessons and providing affirmations that remind students of the benefits of English language mastery.

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“…In this category, we found two research studies. The first one was Nomnian & Arphattananon (2018) and the second being Alqahtani (2017). Nomnian & Arphattananon (2018) in their qualitative research with six government primary schools administrators in Thailand found five essential key competencies leading to achieve success in English language teaching and learning.…”

Section: C) Family/parental Engagementmentioning

confidence: 99%

“…The research highlighted that these factors are entwined in the educational networks that need permanent and shared contributions from all important stakeholders encouraging learners towards English language learning success. Alqahtani (2017) in his quantitative study underlined that the influence of students' parents was salient as parental encouragement promoted their ought-to L2 self-FAMILY AND ENGLISH LANGUAGE LEARNING motivation in addition to their attitudes about language learning. The research study points out the considerable impact of parents on their children in this research context of Saudi Arabia which, according to the researcher, is a conservative and collective society.…”

Section: C) Family/parental Engagementmentioning

confidence: 99%

Family’s role and their Challenging Commitment to English Language Learning: A systematic Review

Philominraj

Ranjan

Saavedra

et al. 2022

JLE

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Background: The English language occupies a prominent role in today’s globalized world. The importance of this language is on the increase to the extent that this has become a major concern for governments, curriculum designers, educators, and parents. There are several factors, which contribute to achieving the successful learning of the English language. One of these factors is the role of the family and their involvement in the language development of their children. Purpose and Method: The present systematic review is framed in a descriptive qualitative approach since its main objective is to analyze articles that contain information regarding family’s role and their challenging pedagogical commitment with their children to the learning of the English language. For this purpose, 16 empirical studies retrieved from SCOPUS and the Web of Science database published between 2016 and 2021 in different EFL contexts were analyzed. The present work followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically. Four themes were identified from the empirical studies and were discussed further. Results: The results clearly suggest that the higher commitment of parents is directly proportional to the success rate in the learning of the English language. It also revealed the need for integrating the Family in the English language learning process and be considered while formulating any language/educational policy as well as curriculum development involving English as a foreign language (EFL) learning context in the future. Finally, the study provides information on limitations and implications followed by a conclusion.

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

Cited by 4 publications

References 28 publications

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

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

How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study

Family’s role and their Challenging Commitment to English Language Learning: A systematic Review

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