The Role of Motivation and Gender in English Language Learning for Saudi Students

Abstract

There are a variety of factors that affect the English language learning process such as motivation and gender. The present study highlights the importance of motivation and gender in the English language learning process. This study follows a mixed-method approach; qualitative and quantitative data were collected and analyzed. Qualitative data were collected through a self-determined motivation questionnaire and a self-assessment chart from fifteen male and fifteen female Saudi students. The participants were all studying English in the United States to continue their university-level education. Data were analyzed co-relationally, using statistics and descriptions, quantitatively. The results have revealed interesting findings, as the female participants tend to demonstrate more motivation towards learning the English language, further highlighting that participants of different genders had different perspectives about learning the English language. The conclusions, implications, and recommendations of this study provide a foundation for future investigations into the English language learners’ motivation in Saudi Arabia and other similar settings, with the goal of identifying variances in students’ orientations.

The Role of Gender in Language Perception among Saudi ESL Learners

“…In the study by Saaty (2022), the researchers used a mixed-methods approach to examine the variables that impact the English language learning process, including both gender and motivation. Qualitative data were gathered using both a self-determined motivation questionnaire along with a self-assessment chart (Saaty, 2022).…”

“…In the study by Saaty (2022), the researchers used a mixed-methods approach to examine the variables that impact the English language learning process, including both gender and motivation. Qualitative data were gathered using both a self-determined motivation questionnaire along with a self-assessment chart (Saaty, 2022). There was a total of 15 male and fifteen female Saudi students who were recruited for this study, all of whom were studying English in the U.S., pursuing their university-level education (Saaty, 2022).…”

“…Qualitative data were gathered using both a self-determined motivation questionnaire along with a self-assessment chart (Saaty, 2022). There was a total of 15 male and fifteen female Saudi students who were recruited for this study, all of whom were studying English in the U.S., pursuing their university-level education (Saaty, 2022). The findings showed that the female participants were more likely to be motivated towards learning the English language compared to the male participants (Saaty, 2022).…”

“…While some research has pointed to the societal or cultural differences between males and females (Cislaghi & Heise, 2020; Ellili-Cherif, 2017; McCaughan, 2009), other research has instead focused on the biological differences between gender (Qian, 2015). However, more modern research has found that the role of gender is more complicated that simply one gender being more successful in English Language Learning than the other (Saaty, 2022). In fact, there have even been some studies that did not find gender to have any impact on the perceptions of ESL learners (Główka, 2014;Shaaban & Ghaith, 2003).…”

Investigating the Attitudes of ESL Learners toward the English Language

“…The study offers many implications for further research in similar situations. Saaty (2022) looks at gender and motivation as some of the factors that have a great impact on the language learning process. Using a mixed method approach and self-prepared questionnaire and self-assessment chart, the study found that female learners demonstrated a great deal of motivation and that learners of different genders exhibited differing perspectives on language learning.…”