MOTIVATION AND ATTITUDES TOWARD LEARNING ENGLISH AS A FOREIGN LANGUAGE: A CASE STUDY OF URBAN AND RURAL UNIVERSITY FRESHMEN IN SAUDI ARABIA

Abstract

The Saudi educational system faces several challenges that contribute to low proficiency in English among Saudi students. Previous studies have focused on the EFL curriculum and pedagogical challenges, but there is a lack of research specifically examining other main psychosocial factors that contribute to the attainment of English proficiency. Motivational and attitudinal factors have been proven to have an impact on the proficiency level among EFL students. My study investigates the perceived influence of geographical location on students' attitudes and motivation toward English as a global language in Saudi Arabia. By utilizing an ethnographic approach focusing on both rural and urban cultural groups, my study aims to improve English education in rural areas and promote educational equality. My study adopts a qualitative design, incorporating qualitative instruments for data collection such as open-ended questions and in-depth semi-structured interviews. The target population consists of 15 individuals from Prince Sattam bin Abdulaziz University. At the time of data collection, the participants were first-year students studying in the Department of English, with 8 participants from the urban branch in Al-Kharj and 7 participants from the rural branch in Al-Aflaj governorate. The findings of my study reveal that students in both urban and rural areas are motivated either intrinsically or extrinsically. Extrinsic motivation represents a 77% increase compared to the intrinsic motivation value of 34 in terms of the number of coded segments. This finding highlights the predominance of extrinsic motivation among participants. My study finds that most Saudi participants, both in urban and rural areas, hold positive views about studying English. However, some rural participants exhibit negative attitudes, highlighting the challenges these learners face in fostering a positive outlook toward English language acquisition Notably, the data also reveal a compelling case of a student who shifted from a negative to a positive attitude toward learning English, illustrating the potential for changing perceptions about language acquisition. Additionally, my findings reveal several challenges that the participants encounter while learning English. These challenges are categorized into 17 key themes that address specific obstacles. The data indicate that all participants agree that urban environments enhance English learning, while rural settings hinder proficiency. Additionally, 10 out of 15 participants emphasize the crucial role of individual motivation in language acquisition. These findings offer insights for policymakers and suggest effective language learning strategies for both urban and rural students. Collaboration among the government, school principals, teachers, and communities is emphasized to create an optimal learning environment. Furthermore, my study emphasizes the importance of considering individual motivations and contextual factors when designing language learning approaches.