Understanding Motivation to Learn English : A comparison of Urban and Rural Students at Saudi Arabian University

Abstract

Proficiency in English is an important component of Saudi Arabia’s Vision 2030. While upholding Arabic language, the Saudi Arabia (SA) government is reforming the educational system to improve students’ achievements. Explicitly stated in the Vision is a clause dedicated to uplifting the educational standards to enable SA to compete with the world on an equal footing. Although there is no explicit plan to improve English instruction, there is increasing need to teach English for competitive innovation and for considering national reform initiatives in an increasingly global world. The Saudi government has spent billions of dollars offering incentives to international institutions to enter into partnerships with SA universities enabling them to offer joint programmes in undergraduate and postgraduate studies. Despite the aspirations of the government, Saudi students’ English language proficiency remains slower to develop. Some studies in other jurisdictions have attributed the lack of English proficiency to low motivation. This thesis addresses the problem of low motivation in the SA context. It reports on a mixed-methods investigation of motivational factors that affect language learning in urban and rural SA contexts; exploring the potential that rurality is related to motivation. To undertake the quantitative study, the researcher administered questionnaires to 233 university learners using a version of Gardner’s (2001) International Attitude/Motivation Test Battery (IAMTB) adapted by Makrami (2010) and translated into Arabic language. Quantitative data was analysed utilising multiple regression analyses and t-tests. To complement the dataset, semi-structured interviews were undertaken with six teachers and 16 students participated in one of five focus group discussions. The qualitative data was transcribed and analysed using thematic analysis to explore salient themes and issues emerging from students’ and teachers’ perspectives. The findings suggest that whilst there is a strong correlation between eagerness to learn English and instrumental motivation, urban students are more motivated compared to rural students. It seems urban students’ exposure to better job opportunities and limited occupations in rural SA requiring English were largely responsible for these differences. Building on these findings, this study developed novel insights into English as a Foreign Language (EFL); adding to the existing conceptual model. Like Gardner’s (1985, 2001, 2005) Motivation Theory, the model proposed in the current study has the same three main components: motivation, integrativeness, and attitudes toward the learning situation. However, the current model adapts Gardner’s (2001) model to include ‘parental encouragement’ within ‘other support’ thereby expanding its cultural sensitivity and relevance. Based on both the quantitative and qualitative data, students also perceived their peers and teachers to have a positive influence on their learning. While students thought peers were highly influential in their motivation, their intrinsic motivation appears to be facilitated by their teachers’ provision of psychological support, relevant teaching activities, and a friendly attitude. Overall, this thesis is significant because it provides essential information for educators, practitioners, and policy makers who influence EFL learning outcomes and provides in-depth and well-rounded understanding of the EFL motivational learning processes and teaching practices in the Saudi Arabian context; helping fill a gap in current knowledge about important contemporary developments in SA and how best to support them.