4 ejss saudi undergraduates motivational orientation-libre

European Journal of Social Sciences

ISSN 1450-2267 Vol.27 No.2 (2012), pp. 283-300

EuroJournals Publishing, Inc. 2012

http://www.europeanjournalofsocialsciences.com

283

Saudi Undergraduates' Motivational Orientations towards

English Language Learning along Gender and University

Major Lines: A Comparative Study

Choudhary Zahid Javid

Department of Foreign Languages, Taif University, P-O-Box 888 Taif University, At-Taif, KSA

E-mail: [email protected]

Tel: +966-502312949

Abdul Rahman Al-Asmari

English Language Centre, Taif University, P-O-Box 888 Taif University, At-Taif, KSA

E-mail: [email protected]

Tel: +966-557344666

Umar Farooq

English Language Centre, Taif University, P-O-Box 888 Taif University, At-Taif, KSA E-mail: [email protected]

Tel: +966-582912894

Abstract

Research into language learning motivation has proliferated in the EFL contexts including

the Arab world reflecting its appreciation in learning English as a foreign language. It has

been contended that foreign language learning motivation cannot be treated as a single

orientation, and variables such as learners' gender, major subject of study, language

proficiency, geographical location, etc. play a significant role in this regard. This study

intended to investigate Saudi undergraduates' motivational orientations for learning English

as a foreign language and to identify whether or not any statistically significant differences

existed due to the participants' gender and university major. The researchers developed a

30-item self-reported 5-point agree/disagree Likert scale questionnaire that was

administered to 709 male and female Saudi undergraduates from three departments:

English, medicine and information technology. MANOVA results reported that the

participants of this study exhibited higher extrinsic motivational orientations with fairly

high intrinsic orientations. Male English-major were more positive towards both

motivational orientations as compared to their female counterparts, but it was found it was

the other way round for other populations of the study. The results indicated that significant

differences existed in the participants' extrinsic motivational orientations due to their

gender and university major.

Keywords: Intrinsic Motivational Orientations, Extrinsic Motivational Orientations,

Gender Differences, University Major Differences

European Journal of Social Sciences Volume 27, Number 2 (2012)

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1. Introduction The role of motivation has been emphasised in teaching/learning any subject at all levels. Yet it rather

becomes crucial and significant when it comes to teaching of English as a foreign/second language

(EFL/ESL) because it is directly related to the social nature of the learners (Kobayashi and Viswat,

2007; Williams, 1994). Williams (1994) posited that "the learning of a foreign language involves far

more than simply learning skills, or a system of rules, or a grammar; it involves an alteration in

selfimage, the adoption of new social and cultural behaviours and ways of being" (p. 77). It has been

suggested that motivation is a key factor for successful second language (L2) or foreign language (FL)

learning and it also determines the level of learners' positive, active and personal engagement in the

process of target language (TL) learning (Oxford and Shearin, 1994). Concerning the primary role of

motivation in effective language learning, research has reported that: motivation is often seen as the

key learner variable because without it nothing happens (Schmitt, 2002, p. 172). Identification of

learners' motivational orientations is crucial in the beginning of a language course because it is helpful

in determining

"the choice of language to be learned, the kinds of activities that learners are more inclined to

engage in, the types and extent of proficiency that learners expect to attain, the degree of external

intervention needed to regulate learning and the extent of engagement in the long run"

(Abu Baker, Sulaiman and Rafaai, 2010, p. 72).

Identification of learners' motivational orientations is also important in finalising language

learning objectives and having an appropriate classroom environment: controlled or autonomous

(Noels, 2001; Ryan and Deci, 2000).

Research has reported that L2/FL learners may be intrinsically motivated (Gardner and

Maclntyre, 1993; Oller, Hudson and Liu, 1977), extrinsically motivated (Alhuqbani, 2009; Liu, 2007;

Luckmani, 1972) or they bear both kinds of motivations to learn a language (Al-Khatib, 2007; Obeidat,

2005; Malallah, 2000). Language learning motivation in the EFL context of Saudi Arabia has become a

serious research concern during the past few years though this field was not given much attention in

the past in Arab EFL contexts in general and Saudi Arabia in particular. The establishment of English

language centres (ELCs) and the subsequent advent of preparatory year programmes (PYP) in the

universities of Saudi Arabia has played a fundamental role in initiating a positive academic shift

towards learner-centered pedagogy from the traditional teacher-centered teaching methodology. This

awareness noticeably seemed to have assigned the learners with a privileged status; therefore, there has

been an increased awareness as well as a genuine need to understand the motivational orientations of

Saudi university undergraduates. Research reported some studies on English language learning

motivations of Arab EFL students in Saudi Arabia, but there seems a scarcity of research on EFL

motivational orientations in relation to the gender and university major of the students. The main

purpose of this study is to fill the gap in this research area by identifying the differences in their

motivational orientations due to their university major and gender in a Saudi context represented by the

sample of this study.

2. Previous Research Motivation has been viewed as one of the most important factors that determine human being's actions.

It is identified as a factor that is responsible for determining human behavior by energizing it and

giving it direction (Drnyei, 1998, p. 117). Richards, Platt and Platt (1992) have defined motivation

as the factors that determine a persons desire to do something (p. 238). This definition uses a

plural entry for the term motivation suggesting that it is a complex combination of several multi-

faceted subcomponents. Thus it is difficult to define this complex phenomenon. Gardner (2006) posits

that motivation is a very complex phenomenon with many facetsThus, it is not possible to give a

simple definition (p. 242). In their book "Why we do what we do: Understanding Self-motivation",

Deci and Flaste (1996) has suggested that it is not only the human behaviour that is described by


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motivation but it also explores the reasons behind that behaviour. That is why Drnyei (2001)

identifies motivation as ..one of the most elusive concepts in the whole domain of the social

sciences (p. 2). One probable reason for this complexity is due to the fact that various psychological

schools of thought perceived motivation differently. Behaviourists believed that motivation is

"..quite simply the anticipation of reward" (Brown, 2000, p. 160) whereas the cognitivists identified

motivation as a factor that is more closely related to the learners' intent and decision. Motivation has

also been defined as "the choices people make as to what experiences or goals they will approach or

avoid, and the degree of effort they exert in that respect" (Keller, 1983, p. 389 cited in Brown, 2000).

The constructivists have emphasised the inclusion of social contexts in addition to the learners'

decisions and choices (Brown, 2000). All the above-mentioned three schools of thoughts differed

significantly in defining motivation but all of them have recognised 'needs' as a common factor because

" the fulfillment of needs is rewarding, requires choices, and in many cases must be interpreted in

a social context" (Brown, 2000, p.161). Drnyei, Csizr and Nmeth (2006) have concluded that the

diversities in defining motivation can be understood if one realises that it deals with the reasons behind

human behaviours and actions. Much research has supported that motivation is a key factor for

successful and sustained L2 or FL learning (Tamimi and Shuib, 2009; Gardner, 2006; Lifrieri, 2005).

Drnyei (2003) reported that social psychologists initiated motivational research in language learning

and Gardner's (1985) socioeducational model has attracted much attention and acknowledgement in

which motivation has been defined as a .combination of effort plus desire to achieve the goal of

learning the language plus favorable attitudes towards learning the language (Gardner, 1985, p. 10). Deci, Connell and Ryan (1989) presented another important model of language learning motivation:

'Self-determination theory'. Both of these models identify two major kinds of language learning

motivations: intrinsic or integrative and extrinsic or instrumental. Vellerand et al. (1992) has reported

that intrinsic-extrinsic motivation has been investigated intensively in psychology and discussed in

more than 800 published studies.

Among several other motivational models, Gardner and Lambert's (1972) 'socio-educational

model' occupies a special status in L2/FL learning motivational research. This model recognises that

language learning is not a mere product of the learners' aptitude and ability but the learners' attitude

towards the TL speakers is a crucial factor: .adding a social dimension to the study of motivation to

learn a L2 (Koike and Tanaka, 1995, p. 519). This model interprets the learners' motivational

orientations into two categories: intrinsic or integrative and extrinsic or instrumental. Extrinsic

motivation has been identified as learners' utilitarian/functional reasons of learning a language like

getting a better job, passing an examination, qualifying for promotion etc. Intrinsic motivation, on the

other hand, is described as a desire to learn a target language due to "a sincere and personal interest in

the people and culture represented by the other language group" (Gardner, Smythe, Clement and

Gliksman, 1976, p. 198) or it is identified as a high level of drive on the part of the individual to

acquire the language of a valued second-language community in order to facilitate communication with

that group (p. 199). Vellerand (1997) classified intrinsic motivation into three categories which

includes a) intrinsic motivation to know (IM-K): "the motivation for doing an activity for the feelings

associated with exploring new ideas and developing knowledge" (Lucas at al., 2010, p. 11), b) intrinsic

motivation towards accomplishment (IM-A): ".the sensations related to attempting to master a task

or achieve a goal" (ibid., p. 11), and c) intrinsic motivation for stimulation (IM-S): " motivation based

simply on the sensations stimulated by performing the tasks, such as aesthetic appreciation or fun and

excitement" (ibid., p. 11). Noels, Pelletier, Clement and Vallerand (2000) have posited that the primary

purpose of these three kinds of motivations is to experience the pleasurable sensation while performing

some challenging and self-initiated activity.

Research has offered significant insights into the role of intrinsic and extrinsic motivation in

L2/FL learning. Abu Bakar et al. (2010) repoted that intrinsically motivated learners are in a better

position to continue learning a language owing to their genuine interest and liking for the culture and

speakers of the TL, whereas extrinsically motivated learners would most probably discontinue their


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learning process if the external motivational factors are removed or when they achieve the desired

proficiency in the TL. Much research has contradicted this finding and reported that extrinsic

motivation is rather more important for L2/FL learning (Schmidt, Boraie and Kassabgy, 1996;

Drnyei, 1990; Gardner and Lambert, 1972). It has been expressed that most of the FL learning

theories have not assigned much value to intrinsic motivation (Schmidt et al., 1996). One probable

reason behind this statement might be the fact that usually strong external motivational factors are

dominant in a FL learning context.

Several research studies have concluded that intrinsic motivation ensure sustained and long

term success in L2/FL learning (Noels et al., 2001; Ellis, 1998; Gardner et al., 1989; Gardner, 1985).

Although the role of intrinsic motivation is acknowledged, yet much research has reported that

extrinsic motivation is rather more valid depending on the context of learning (Drnyei, 1994;

Williams, 1994). For example, extrinsic motivation was reported as a stronger motivational orientation

in India (Kachru, 1992; Lukmani, 1972), Philippines (Gardner and Lambert, 1972), China (Liu, 2010;

Hao, Liu and Hoa, 2004), Japan (Berwick and Ross, 1989; Chihara and Oller, 1978) and in the Arab

world (Qashoa, 2006; Dhaif Allah, 2005; Al-Mutawa, 1994; Alam, 1988; Musa, 1985; Al-shalabi,

1982).

The freshmen students who are admitted to PYP are usually taught English for Specific

Purposes (ESP) courses to prepare them to handle their major subjects of study in the target language.

Several studies have been conducted for ESP learners and the findings suggested that ESP learners are

both intrinsically and extrinsically motivated but their extrinsic motivation is rather stronger

(Alhuqbani, 2009; Al-Katib, 2007; Voget and Oliver, 1999; Al-Huneidi and Basturkmen, 1996). It has

been suggested that it is rather too simplistic to identify the learners as only intrinsically or

extrinsically motivated because both kinds of motivations are important for successful language

learning and the absence of any one of these two may lead to failure in this regard (Alvyda and

Metiuniene, 2006 cited in Alhuqbani, 2009; Brown, 1987; Ellis, 1985). Thus it can be concluded that

both intrinsic and extrinsic motivations facilitate the TL learning process but the intensity of extrinsic

or extrinsic motivation depends on the context because language learning motivation is shaped by a

combination of internal and external factors (Williams, 1994; Deci and Ryan, 1985). Keblawi (2006)

and Oxford and Shearin (1994) argued that L2/FL learners may have mixed motives and are

simultaneously motivated by intrinsic and extrinsic orientations. Keblawi (2006) mentioned the

statements like "I like the language and it is also very important" suggesting that the learner is both

intrinsically and extrinsically motivated. Therefore, it is emphasised that it is not sufficient for

sustained and long lasting language learning motivation to have only one kind of motivation; i.e.,

internally motivated learners need to be convinced of the importance of the TL for their respective

academic/practical needs or vice versa (Noels et al., 2000). Along with the language learning context,

several studies are carried out to identify intrinsic/extrinsic motivational orientations along language

learners' gender, level, major subjects of studies, etc.

Shaaban and Ghaith (2000) conducted a study to investigate the English language learning

motivational constructs of university-bound Arabic speaking students in the EFL context of Lebanon.

The subjects were 180 students enrolled in the university orientation programme of the American

University of Beirut which offered intensive English language courses. The group consisted of 108

male and 72 female students enrolled in the following levels: intermediate (41 students) and high

intermediate (139 students). The researchers used a modified version of the motivational scale

developed by Wen (1997). The findings of the study revealed that if the students show interest towards

the TL and its culture, have a positive attitude towards the learning outcomes, feel that programme

objective are practical and achievable, they will show the desired motivation for the language learning.

Furthermore, it was reported that the subjects exhibited intrinsic orientation for effort, valence,

expectancy, and self-estimation of ability whereas only valence was found linked with extrinsic

motivation. The data generated through the MANOVA analysis indicated that there were differences


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along gender lines and it was also found out that female students and low-proficiency students were

found more willing to invest greater efforts for learning the target language.

Alansari and Lori's (1999) study attempted to compare the differences in the motivational and

attitudinal constructs of English-major and Arabic-major students studying at the University of

Bahrain. The subjects were 62 male and female students of different age, native languages and

cultures. A self-developed questionnaire was administered to collect data regarding four variables:

intrinsic motivation, extrinsic motivation, and the subjects' attitudes towards the TL and its culture. The

findings of this study reported that English-major subjects' intrinsic motivation i.e., attitude was

stronger and more positive towards the TL and its culture as compared to the other sample group:

Arabic-major. The researchers posited that this higher intrinsic motivation in English-major subjects

was due to the fact that it was strongly related to their over-all achievement in their major field of

study. Arabic-major subjects, on the other hand, were found to have stronger extrinsic motivation

because their main objective was only to qualify the university-required English course.

Sammer's (2006) exploratory study consisted of two phases and investigated 604 subjects (148

male & 456 female) at the United Arab Emirates University to identify their preferred motivational

orientations. The tools employed in the study were a 47-item, six Likert-scale EFL motivational

questionnaire and a short demographic survey. The researcher used exploratory factor analysis to

identify the motivational variables of the subjects whereas MANOVA was used to investigate the

effects of gender, size of geographical area, and subjects' English proficiency level on the five

motivational factors reported by the first phase of data analysis. The findings of the three hypotheses

tested in the study showed significant differences along gender lines regarding subjects' extrinsic

motivation, intrinsic motivation, anxiety component and motivational strength. The results did not find

any statistically significant differences in the motivation level of the students living in rural districts

with the ones from urban areas.

Abu-Rabia (1997) conducted a study to identify the gender differences in the motivational

constructs of Arab students' attitudes towards ESL learning in the context of Canada and the Canadian

society as a whole. The hypotheses tested in the study were that a multicultural social context such as

Canada facilitates L2 learning and in turn creates positive attitude towards the L2 learning society. The

study involved two tools: 1) a questionnaire to identify subjects' intrinsic/extrinsic motivational

orientations and an exploratory semi-structured interview with the subjects and their families to further

probe into their intrinsic motivation. The population of the study comprised of 52 male and female

Canadian-Arab immigrants who spent 2 to 3 years in Canada. The results of the questionnaire and the

interview data revealed that both male and female subjects of the study showed stronger extrinsic

motivation to learn English as a second language in the context of Canada. The study did not report

any gender differences in this regard.

Mulallah (2000) conducted a study at Kuwait University to investigate Kuwaiti university

undergraduates' attitudes towards English language, learning of English language, native speakers of

the English language and their objectives of studying English. The researcher distributed a

questionnaire among 409 participants to collect data regarding the above-mentioned factors. The

subjects had the following composition: College of Arts (143), College of Science (143), and College

of Sharia and Islamic Studies (123). The subjects from the college of science had English-medium

whereas the subjects from the other two colleges were taught through Arabic medium. Science

undergraduates showed the strongest intention towards English, learning English, and the native

English speakers. The attitude of the subjects from the college of arts was also positive whereas the

subjects from the college of Sharia and Islamic Studies exhibited the least positive attitude towards the

above-mentioned factors because they did not need English for their future career.

Dwaik and Shehadeh(2010) conducted an exploratory study to identify the motivational

orientations of Arab college learners in the EFL context of Southern Palestine. The sample of the study

comprised 127 English-major and Engineering students from Hebron University and Palestine

Polytechnic University respectively. The purpose of the study was to determine the influence the


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subjects' gender, their English language proficiency, level of education and their major filed of study

on their motivational orientations. The findings of the study revealed that the subjects had strong

extrinsic motivation for learning English while their intrinsic motivational orientation such as their

attitude towards English and English speakers was not very positive. The researchers suggested that the

English language faculty should try to inculcate intrinsic motivation to ensure sustained and long

lasting learning.

3. Research Questions This study has the following research questions:

1. What are Saudi undergraduates' motivational orientations for learning English as a foreign

language?

2. Are there any statistically significant differences along gender lines regarding the motivational

orientations of Saudi undergraduates for learning English as a foreign language?

3. Are there any statistically significant differences regarding the motivational orientations of

Saudi undergraduates due to their various majors (English, medicine, and information

technology) for learning English as a foreign language?

4. Null Hypotheses Ho1. There are no significant differences in the intrinsic motivational orientations for learning English

as a foreign language between male and female Saudi undergraduates.

Ho2. There are no significant differences in the extrinsic motivational orientations for learning

English as a foreign language between male and female Saudi undergraduates.

Ho3. There are no significant differences in the intrinsic motivational orientations of Saudi

undergraduates of various majors (English, medicine, and information technology) for learning English

as a foreign language.

Ho4. There are no significant differences in the extrinsic motivational orientations of Saudi

undergraduates of various majors (English, medicine, and information technology) for learning English

as a foreign language.

5. Methodology of the Study 5.1. Instrumentation

The researchers consulted several motivational studies and developed a 5-point agree/disagree Likert-

scale questionnaire for the present study. The first part of the questionnaire contained demographic

questions about the participants' name, gender and major subject of studies. The second part of the

questionnaire contained 30 items to elicit participants' preferred motivational orientations (See

appendix # 1).The tool was developed to serve two purposes: to make it suitable to the needs of Saudi

undergraduates and to shorten it for the sake of samples' convenience so that the samples' authentic

responses might be ensured. The questionnaire was intended to identify the sample's responses

regarding two variables: intrinsic motivational orientations, and extrinsic motivational orientations.

This questionnaire was administered to 20 students as a pilot study. Cronbach alpha reliability

scale was used to determine the reliability of the questionnaire and the reliability coefficient remained

as .8186 (See Appendix # 3) which is a high rate of reliability to make sound judgments. The

questionnaire was generalised to the whole sample after this pilot study. The questionnaire had the

following composition:

5: Strongly Agree 4: Agree 3. Neutral 2: Disagree 1: Strongly Disagree


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5.2. Participants of the Study

The researchers used cluster sampling to select the subjects of this study. Different sections from the

three majors, i.e., English, medicine and information technology were randomly selected from the total

number of available sections. Shadish, Cook and Campbell (2002) reported that cluster sampling is a

kind of probability sampling used in the circumstances where it is difficult to reach the whole

population. Seven hundred and nine participants (m = 348, f = 361) returned the questionnaire. Detail

of the sample is shown in Table 1 below.

Table 1: Sample of the Study

Major Gender Number Percentage

English Male 172 24.3%

Female 202 28.5%

medicine Male 85 12%

Female 88 12.4%

Information Technology Male 91 12.8%

Female 71 10%

5.3. Statistical Analysis

The participants' responses were computer coded using SPSS (Version 10). Descriptive statistics

namely the means, standard deviations and percentages were calculated. Multivariate Analysis of

Variance (MANOVA) was used to determine whether or not significant differences existed in the

participants' extrinsic and intrinsic motivational orientations in learning EFL in relation to their gender

and university major. The significance level was set at 0.05. The following abbreviations have been

used in the tables: English-major (EM), Medical (M), and Information Technology (IT).

Administration of the questionnaire

An Arabic version of the questionnaire (See Appendix # 2) was administered to the participants

to avoid any language related confusions and generate the samples' authentic responses. Four hundred

questionnaires were administered to the following four non-English major groups: IT male (100), IT

female (100), Medicine male (100) and Medicine female (100) studying at the English Language

Centre, Taif University. Four hundred questionnaires were distributed among EM participants studying

at the Department of Foreign Languages, Taif University. A uniform number of questionnaires (50)

was administered to the male and female students studying in different four levels: freshmen,

sophomores, juniors and seniors. The following instructions were given to the samples by the faculty

members before they distributed the questionnaire:

1. Read all the items carefully before you select your choices.

2. Choose your answers after proper deliberation.

3. Don't change your answers once you tick the choice.

4. Make sure that you tick the right column in the row.

5. Don't leave any item unanswered.

The rate of return remained as shown in Table 2:

Table 2: Questionnaire Rate of Return

No Sample Questionnaires distributed Questionnaires collected Rate of return

1 EM 400 374 93.5%

2 IT 200 162 81%

M 200 173 86.5%


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6. Results MANOVA was conducted to identify the effect of the participants' gender and university major on the

two variables: intrinsic motivational orientation (factor 1) and extrinsic motivational orientation (factor

2). The results generated through two-way MANOVA have been shown in tables 3, 4, and 5. Table 3

details the descriptive analysis for the data.

Table 3: Descriptive Statistics

GENDER MAJOR Mean Std. Deviation N

FACTOR1

Male

EM 63.2616 6.9942 172

IT 60.9451 8.8786 91

Ml 62.6471 7.2845 85

Total 62.5057 7.6371 348

Female

EM 61.0792 7.0748 202

IT 61.5352 8.0086 71

M 62.9659 7.4517 88

Total 61.6288 7.3787 361

Total

EM 62.0829 7.1124 374

IT 61.2037 8.4876 162

M 62.8092 7.3503 173

Total 62.0592 7.5142 709

FACTOR2

Male

EM 66.0523 6.8332 172

IT 66.2857 7.7679 91

M 70.7176 7.0214 85

Total 67.2529 7.3821 348

Female

EM 63.3218 6.6340 202

IT 65.0704 7.1501 71

M 68.1932 8.1210 88

Total 64.8532 7.3826 361

Total

EM 64.5775 6.8541 374

IT 65.7531 7.5049 162

M 69.4335 7.6836 173

Total 66.0310 7.4742 709

Descriptive analysis as reported by MANOVA table indicated that there were not any

significant differences in the participants' intrinsic motivational orientations (Factor 1) along university

major and gender lines. The mean intrinsic score for the males was 62.51 (SD = 7.36) and the mean

intrinsic score for the females was reported as 61.63 (SD = 7.37). The collective (both for male and

female) mean intrinsic score for EM remained 62.08 (SD = 7.11), for IT it was calculated as 61.2 (SD

= 8.48), whereas the collective mean intrinsic score for M was reported as 62.81 (SD = 7.35).

Descriptive analysis for the factor 2 (extrinsic motivational orientations) pointed out that significant

differences existed both along participants' university major and gender lines. The mean extrinsic

scores along gender lines reported a significance difference in favour of the male participants (male:

67.25 female: 64.85). The collective (both for male and female) mean extrinsic scores of EM and M

reported a significant difference in favour of M (EM: 64.58 M: 69.43), whereas the collective mean

extrinsic scores for IT and M reported significant difference in favour of M (IT: 65.75 M: 69.43).

The mean extrinsic scores of EM (64.58) and IT (65.75) did not reveal any significant difference in this

regard. The descriptive analysis detailed in Table 3 showed that collective mean intrinsic score

remained as 62.06 (SD = 7.51) and the collective mean extrinsic score was calculated as 61.2 (SD =

8.48) reporting a statistically significant difference in favour of factor 2.


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Table 4: Tests of Between-Participants Effects

Source Dependent

Variable

Type III Sum

of Squares df

Mean

Square F Sig.

Eta

Squared

GENDER FACTOR1 27.500 1 27.500 .492 .483 .001

FACTOR2 709.978 1 709.978 13.973 .000 .019

MAJOR FACTOR1 205.939 2 102.970 1.842 .159 .005

FACTOR2 2717.238 2 1358.619 26.740 .000 .071

GENDER * MAJOR FACTOR1 305.297 2 152.649 2.731 .066 .008

FACTOR2 66.089 2 33.044 .650 .522 .002

Error FACTOR1 39298.656 703 55.901

FACTOR2 35718.772 703 50.809

Total FACTOR1 2770582.000 709

FACTOR2 3130860.000 709

a R Squared = .017 (Adjusted R Squared = .010)

b R Squared = .097 (Adjusted R Squared = .090)

c R Squared = .010 (Adjusted R Squared = .003)

Table 4 narrates the between-participants effects of gender, major and gender+major on the two

variables: intrinsic motivational orientation (factor 1) and extrinsic motivational orientation (factor 2).

Low eta squared values (.001 & .019) indicated that gender contributed towards factor 2 by 1.9% and

by 0.1% towards factor 1. MANOVA table reported a significant effect of participants' major subjects

in factor 2 by 7.1% and in factor 1 by only 0.5% (Eta squared values .071 & .005). Combined

gender+major effect was not significant on either factors (Eta squared values .008 & .002).

Table 5: Multiple Comparisons using Tukey HSD

Mean

Difference (I-J) Std. Error Sig.

95%

Confidence

Interval

Dependent

Variable (I) MAJOR (J) MAJOR

Lower

Bound

Upper

Bound

FACTOR1

EM IT .8792 .7032 .424 -.7690 2.5274

Ml -.7264 .6875 .541 -2.3376 .8848

IT EM -.8792 .7032 .424 -2.5274 .7690

M -1.6055 .8174 .121 -3.5214 .3103

M EM .7264 .6875 .541 -.8848 2.3376

IT 1.6055 .8174 .121 -.3103 3.5214

FACTOR2

EM IT -1.1755 .6704 .186 -2.7469 .3958

M -4.8560* .6554 .000 -6.3920 -3.3199

IT EM 1.1755 .6704 .186 -.3958 2.7469

M -3.6804* .7793 .000 -5.5069 -1.8540

Ml EM 4.8560* .6554 .000 3.3199 6.3920

IT 3.6804* .7793 .000 1.8540 5.5069

Table 5 details the findings of Post Hoc test. The mean difference was set at the 0.05

significance level. The data analysis displayed insignificant differences (P > .05) related to the

participants' university major for the factor 1 whereas significant differences were reported for the

factor 2 as supported by the descriptive analysis detailed in table 3 as well. There did not exist any

significant difference between EM and IT (P > .05) but significant differences were reported between

EM and M in favour of M and IT and M in favour of M (P < .05) for factor 2.

The MANOVA results (Table 4) reported no significant differences in the intrinsic motivation

of the participants along gender lines. Thus, the first null hypothesis is accepted. The MANOVA scores

for the extrinsic motivational orientations of female and male populations of the study (See Table 4)

rejected the second hypothesis of this study. The results of MANOVA for intrinsic motivation due to


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the participants' university major as reported in table 4 accepted the third hypothesis. Significant

differences were recorded (Table 4) for the participants' extrinsic motivational orientations based on

their university major (See Table 4). Therefore, the fourth hypothesis is rejected.

7. Discussion The present study intended to identify Saudi undergraduates' preferred motivational orientations to

study English as a foreign language. It also attempted to investigate whether significant differences

existed based on their gender and university major. The major findings presented in Table 3 was that

Saudi undergraduates, represented by the three populations of this study (EM, IT & M), had higher

levels of extrinsic motivational orientations as compared to intrinsic orientations. This seems to

confirm the research finding that the students who are learning English in EFL contexts (e.g., the

Middle East, Asia, and Africa) are reported to have stronger extrinsic orientations as compared to the

English learners in the ESL context of America, Canada, Australia, etc. (Svanes, 1987). This finding

also revealed that the main objective of EFL learners is utilitarian because they have to study English

either to qualify for their major subjects of study or to achieve better job opportunities after finishing

their university degrees. Several studies conducted to investigate the motivational orientations of Arab

EFL learners (e.g., Rababah, 2003; Zughoul, 1987; Zughoul and Taminian, 1984; Salih, 1980) and

non-Arab English language learners (e.g., Lucas et al., 2010; Liu, 2010; Humphreys and Spratt, 2008;

Wu, 2004; Lai, 1999; Teweles, 1995; Berwick and Ross, 1989 etc.) in EFL contexts are in line with the

findings of this study that extrinsic motivational orientations are paramount for EFL learners whereas

the students learning English in ESL contexts predominantly bear intrinsic motivational orientations

(e.g., Noels et al., 1999; Svanes, 1987). The results of the this study indicated that Saudi

undergraduates have higher extrinsic motivational orientations but the participants have also assigned

higher values to the items eliciting their perceptions regarding intrinsic motivation as well. This finding

seems to confirm that language learning is a multidimensional process and EFL learners do not

necessarily have to be solely extrinsically or intrinsically motivated. Similarly, much research has

offered valuable insights into the fact that it is not realistic to declare EFL students as intrinsic or

extrinsic learners (Keblawi, 2006; Kimura, Nakata and Okumura, 2001; Noels et. al, 2000; Shaaban

and Ghaith, 2000; Oxford, 1994).

The data analysis presented in Table 4 has shown that gender does not have any significant

effect on intrinsic motivational orientations but it is significant for extrinsic orientations. While the

female participants of this study assigned higher values to both intrinsic and extrinsic motivational

orientations but the difference has been insignificant for intrinsic motivation. This result is in the same

direction as reported in the previous findings in the motivational studies, such as Shaaban and Ghaith

(2000) who investigated 180 university-bound Lebanese EFL learners and pointed out that the female

cohort of his study was more motivated as compared to their male counterparts. The study of Schmidt

et al. (1996) also reported that gender played a significant role in the attitudes of Egyptian EFL learners

and stated that Egyptian females had higher intrinsic motivation towards learning English as compared

to their male counterparts. The same trend has been endorsed by several other studies as well and it is

maintained that female students are more motivated and willing to learn English (Sung and Padilla,

1998; Karsenti and Thibert, 1994; Zammit, 1993; Oxford and Nyikos, 1989). The findings of this study

are also supported by Semmar (2006) who conducted his study with Emirati students and revealed that

the female participants preferred all three motivational orientations (extrinsic orientation, intrinsic

orientation, and motivational strength) as compared to the male participants of the study. Wong (2010)

conducted his study in the EFL context of Hong Kong and found out that the females have stronger

intrinsic motivation than their male counterparts. Despite the fact that there seems an agreement on the

females' higher motivation for learning English as a foreign language, research has reported several

contradictory voices as well. For example, Suleiman (1993) has stated that female Arab students have

negative motivational orientations towards learning English as a foreign language. It is also reported


293

that differences along gender lines are marginal (Coleman, 1995). Kimura et al. (2001) conducted their

study in the EFL context of Japan and concluded that gender's role was significant only towards one

factor (teacher-centered lectures) whereas no differences were reported for other five factors (Intrinsic-

Instrumental- Integrative Motive, Extrinsic-Instrumental Motive, Influence of Good Teachers,

Language Use Anxiety, and Negative Learning Experiences). Although the general picture as reported

in Table 4 was that there is gender-related significant difference in the extrinsic motivational

orientations in favour of females, yet there are several interesting sub-findings are also evident in the

data presented in Table 3. It was revealed that among the three groups of participants of the study IT

and M female students have higher intrinsic as well as extrinsic motivational orientations, but EM

cohort reported the opposite trend and EM male are having higher intrinsic as well as extrinsic

motivation to learn English. One interpretation of the higher motivation among EM male cohort of this

study might be the fact that the facilities of Higher Education multiplied during the past few years and

the number of university graduates passing out each year has also increased substantially; and

consequently created a lot of competition for securing jobs and scholarships for Higher Education. This

academic pressure might be a factor in enhancing the motivation among EM male Saudi

undergraduates in this respect. There seems a need to investigate this particular area through further

research to identify the real cause behind this unexpected finding.

The last research question was to identify the effect of participants' university major on their

motivational orientations. MANOVA results as represented in Tables 3 and 5 clearly indicated that the

participants of this study did not exhibit any major differences as far as their perception towards

intrinsic motivation was concerned. However, significant differences were reported for the extrinsic

factor. The mutual differences of EM and IT were not significant though IT cohort showed

comparatively higher extrinsic motivation to learn English. With regard to the general expectations, M

cohort exhibited significantly higher extrinsic motivation as compared to the other two populations,

i.e., EM and IT. This seems to justify the overall impression that generally medical students have

higher level of motivation to learn English language due to the fact that only the students with the

highest GPA are admitted in the medical colleges of the KSA. Furthermore, the medical

undergraduates know that they need high proficiency in the English language to continue their future

studies. These factors seem to contribute significantly in maintaining high motivational level among

the Arab medical undergraduates. These findings somewhat contradicted the study of Shaaban and

Ghaith (2000) which indicated that the university major do not have any significant effect on English

language learning motivation of Lebanese undergraduates.

8. Conclusions and Recommendations This study attempted to investigate Saudi undergraduates' motivational orientations for learning

English as a foreign language and to identify whether or not any statistically significant differences

existed due to the participants' gender and university major. It was found out that Saudi undergraduates

bear stronger extrinsic motivational orientations along with high preference for the intrinsic

orientations as well. This answers the first question of this study. In relation to the second and third

research questions set for this study, the data analysis confirmed significant gender and university

major based differences for the extrinsic motivation of the participants. As expected female cohort of

this study majoring in medicine and information technology were more positive towards extrinsic as

well as intrinsic motivational orientations as compared to their male counterparts. However, English-

major participants of this study did not follow this trend, i.e., the males were found more motivated in

their extrinsic and intrinsic orientations. Confirming the general perception, the medical students were

reported to have the highest level of motivation among the participants of this study.

The above-mentioned findings presented by this study have both micro implications related to

in-class teaching/learning process and macro implications related to material development, material

adaptation, departmental language policy, etc. Furthermore, the findings are also important to research


294

related to motivational variables in EFL contexts. It is recommended that though specific assumptions

prevail based on the previous research conducted on EFL motivational orientations, these assumptions

cannot be generalised for all contexts. Each academic context is specific; therefore, it is essential to

investigate the indigenous dynamics considering different pedagogical variables and questions to reach

relevant and context-specific findings to ensure effective and efficient EFL pedagogy. Considering the

findings of this study that Saudi undergraduates are mainly extrinsically motivated with a strong

intrinsic inclination as well, it is advised that the teaching faculty should inculcate a variety of

activities to cater for the diverse needs of these specific learners. It will be highly beneficial to keep

their classes focused and well-directed to address to the extrinsic needs of their students but it is also

extremely important to provide the learners with a relaxed and enjoyable atmosphere in the class to

keep the learners' extrinsic as well as intrinsic motivational level high. Failing to maintain this balance

might adversely affect their motivation level and consequently it will become difficult to maintain their

positive attitudes toward learning English as a foreign language. It is also of great value to encourage

all the teaching faculty of the department to share the findings of such studies so that they all work like

a team to achieve the shared objectives of the department.

Considering the main objective of ELCs and English departments, it is essential to impart

quality EFL teaching facilities to the students majoring in different subjects at the universities and to

prepare them to perform well in their respective subjects. Also identifying the specific EFL needs of

these students to implement a comprehensive EFL policy is of paramount importance. As the findings

suggested that the major objective of Saudi undergraduates is to learn English mainly for utilitarian and

academic purposes; thus, the English curriculum should include English for Academic Purposes (EAP)

instead of English for General Purposes (EGP). It is highly recommended that custom-made teaching

materials should be tailored to suit the students' academic and personal expectations for learning

English as foreign language. It was also revealed that the students have definite reasons and

motivational orientations to learn English that cannot be understood without having frank and candid

interaction with the students in this regard. Therefore, it is recommended that English language

teachers should attempt to maintain this interaction to identify their students' learning motivations so

that appropriate and suitable classroom activities may be employed to ensure maximum and sustained

learning. As it was reported that high motivation and positive attitude enhance language learning

possibilities, therefore, the language teachers are advised to share their language learning goals with

the students and try to incorporate some fun and pleasure in their language classes so that the learners'

extrinsic as well as intrinsic motivations are kept high and intact to save them from losing their interest

in the learning process.

In terms of gender and university major variables, the present study findings are limited to the

context of the current study and should not be overestimated by generalizing them to other academic

settings without conducting further investigation of the particular context. Although, this study has

considered two important variables of the participants, i.e., gender and university major, the role of

several other variables, such as learners' language proficiency, duration of study, cultural background,

mother tongue, etc., is also important in shaping learners' motivational orientations and they could also

be examined to enrich this research area. Therefore, further research is imperative to understand this

complicated construct in a better and more comprehensive manner.

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Appendix # 1 QUESTIONNAIRE

I- PERSONAL

Name: College:

Mobile: Email:

II- Circle the most appropriate choice.

The researchers want to find out what motivates you in learning English language. Read the

statements carefully and circle the most appropriate answer according to the following scale:

I want to learn English, because Strongly

disagree Disagree Neutral Agree

Strongly

agree

1 I like English language. 1 2 3 4 5

2 learning English is an enjoyable experience. 1 2 3 4 5

3 English can help me to understand Western culture. 1 2 3 4 5

4 English can help me to understand native speakers of

English. 1 2 3 4 5

5 English can help me to appreciate English literature. 1 2 3 4 5

6 English can help me to appreciate English films and

talk shows. 1 2 3 4 5

7 English can help me to appreciate English music. 1 2 3 4 5

8 English can help me to understand sports channels. 1 2 3 4 5

9 English can broaden my vision and outlook. 1 2 3 4 5

10 English can make me more confident. 1 2 3 4 5

11 learning English can offer a new challenge in my life. 1 2 3 4 5

12 English can increase my social prestige. 1 2 3 4 5

13 Learning English will please my parents. 1 2 3 4 5

14 my teachers will respect me more. 1 2 3 4 5

15 my friends will respect me more. 1 2 3 4 5

16 English is an international language. 1 2 3 4 5


299

17 English is a university requirement. 1 2 3 4 5

18 English is the language of instruction at my college. 1 2 3 4 5

19 English can help me to score more marks in the

examinations. 1 2 3 4 5

20 English can help me to participate effectively in

classroom activities. 1 2 3 4 5

21 English can help me to communicate effectively with

my teachers. 1 2 3 4 5

22 English can help me to study my textbooks effectively. 1 2 3 4 5

23 English can help me to read reference material. 1 2 3 4 5

24 English can help me to get a good job. 1 2 3 4 5

25 English can help me to get better salary. 1 2 3 4 5

26 English can help me to use the internet for educational

purposes. 1 2 3 4 5

27 English can help me to talk with native speakers of

English for educational purposes. 1 2 3 4 5

28 English can help me to know more people from

different parts of the world. 1 2 3 4 5

28 English can help me to keep in touch with foreign

friends and acquaintances. 1 2 3 4 5

30 English can help me in my travel to other countries. 1 2 3 4 5

1 = strongly disagree 2 = disagree 3 = neutral 4 = agree 5 = strongly agree.

Thank you very much

Appendix # 2

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4 ejss saudi undergraduates motivational orientation-libre

Documents

taif university

english language learning

learning english

foreign language fl

language l2

language proficiency

university major lines

male englishmajor