EXPLORING THE ATTITUDES AND MOTIVATION OF SAUDI STUDENTS TOWARD LEARNING ENGLISH: A GENDER-BASED STUDY

Abstract

This study explores the motivations and attitudes of Saudi students towards learning English as a second language (L2) using a mixed-methods approach. The research involved 264 participants, comprising 177 males and 86 females, and employed both quantitative surveys and qualitative written interviews to provide a comprehensive analysis. The findings reveal that Saudi students generally exhibit positive attitudes towards learning English, with no significant gender differences. While quantitative data indicate that students are predominantly intrinsically motivated, qualitative analysis suggests a more nuanced picture, with both intrinsic and extrinsic motivations playing significant roles. These results challenge the prevailing literature, which often emphasizes extrinsic motivation as the primary driver in L2 learning. The study highlights the complexities of motivational dynamics and suggests the need for further research to explore the influence of factors such as academic discipline, age, and proficiency levels. Limitations include the small sample size, gender imbalance, and potential language barriers affecting survey comprehension. Future recommendations include expanding the sample size, ensuring gender balance, and translating research instruments into the participants' native languages to enhance data quality.