Exploring Arabic as a Second Language (ASL) Learners’ Imagined Communities, Communities of Practice, and Investment in Learning ASL in Saudi Arabia

Abstract

Research on L2 learning and studying abroad has indicated that L2 students return with varying levels of language acquisition and differing reactions to the target language and host communities (Kinginger, 2009; Trentman, 2013; Quan, 2019). Scholars have examined various variables (e.g. gender, motivation, identity, etc.), to better understand L2 students’ experiences in L2 settings linguistically and culturally (Trentman, 2013; Quan, 2019). However, exploring L2 learners’ access to imagined communities and communities of practice remains under-researched, which is an important variable in understanding the complexity of L2 students’ investment in L2 settings (Norton, 2018; Darvin & Norton, 2021). Recent studies have emphasized the importance of exploring the relationship between the concepts of imagined communities, communities of practice, and L2 investment for L2 students while living in L2 settings (Trentman, 2013; Soltanian et al., 2020; Darvin & Norton, 2021). Previous studies have focused on immigrants and L2 students learning ESL/EFL (Sung, 2019; Aslan, 2020; Tajeddin et al., 2023; Savova & Azarnoosh, 2024). Little is known, however, about the connection between these three concepts in learning Arabic as a Second Language (ASL) in the Saudi context. This mixed-methods dissertation raises new questions in order to explore 116 ASL learners’ (male, n = 93; female, n = 23) imagined communities and communities of practice, and how these communities are connected and essential for ASL investment. Data were collected from three sources including an online questionnaire, 17 individual interviews, including 6 females and 11 males, and two focus group interviews, including 4 females and 5 males. Descriptive analysis and thematic analysis were employed to analyze the quantitative and qualitative results, respectively. Findings revealed that participants’ imagined communities significantly influenced their motivation. They were highly motivated to expand various ranges of possible selves through their imagined communities and believed in not distancing themselves from ASL teachers or other people or withdrawing from the language classroom. The results also illustrated that all participants males and females expressed a strong power of prior imagination, affiliation, and sacredness orientation toward learning Arabic in Saudi. However, the results showed a significant effect of gender where males expressed a higher sense of belonging regarding their imagined communities to explore possible identities and connect with desired communities more than females. Males were accessed and committed to attending various free religious lessons as local communities of practice, while females had limited opportunities to access, interact, and invest in such communities of practice, which made them less invested compared to males. This dissertation offers implications for ASL educators, policymakers, and stakeholders in ASL institutions and programs to effectively engage ASL learners in their desired communities and encourage them to be active members in multiple social and learning contexts.