The Role of Motivation in Learning English as a Foreign Language at Northern Border University

Authors

  • Sana Saleem Alanazi

    Department of English, Norh Borders University, Arar 73211, Saudi Arabia
  • Abdelrahim Hamid Mugaddam

    Department of English, Jouf University, Sakaka 72311, Aljouf, Saudi Arabia
    Department of Linguistics, Khartoum University, Khartoum 11111, Sudan

DOI:

https://doi.org/10.30564/fls.v7i4.8861
Received: 24 February 2025 | Revised: 17 March 2025 | Accepted: 20 March 2025 | Published Online: 11 April 2025

Abstract

The purpose of this paper is to investigate the role of motivation in English language learning in a Saudi context. Motivation is one of the basic elements in the learning and teaching process, and one of the basic conditions upon which the achievement of the goal of the learning depends. This study adopted a quantitative approach by using a three-point Likert scale questionnaire to gather data from 200 Saudi first-year students at Northern Border University. The questionnaire consisted of 10 questions distributed equally between instrumental and integrative motivation. Statistical Package for the Social Sciences (SPSS) was used to analyze the data. The data analysis procedure started with assessing the questionnaire’s validity and reliability, using the Pearson correlation coefficient and Cronbach’s alpha (α). The findings revealed a high level of both instrumental and integrative motivation in learning English as a foreign language (EFL): the overall means was 2.69 and 2.68 respectively. Saudi students demonstrated a strong desire to learn EFL, emphasizing the importance of learning English for both integrative and instrumental purposes. It is recommended that EFL courses, teaching methods, teacher roles, and assessment methods are changed to encourage Saudi students to see English as a necessary tool for achieving their objectives.

Keywords:

Motivation; Instrumental Motivation; Integrative Motivation; English/Learning in Saudi Arabia

References

[1] Elliot, A.J., Covington, M.V., 2001. Approach and avoidance motivation. Educational Psychology Review. 13(2), 73–92.

[2] Gardner, R.C., 1985. Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold Publishers: London, UK.

[3] Oxford, R., Shearin, J., 1994. Language learning motivation: Expanding the theoretical framework. The Modern Language Journal. 78(1), 12–28.

[4] Gardner, R.C., Lambert, W., 1972. Attitudes and motivation in second language learning. Newbury House Publishers: Rowley, MA, USA.

[5] Dörnyei, Z., 1990. Conceptualizing motivation in foreign‐language learning. Language learning. 40(1), 45–78.

[6] Nguyen, H.C., 2019. Motivation in learning English language: A case study at Vietnam National University, Hanoi. European Journal of Educational Sciences. 6(1), 49–65.

[7] Aljuaid, H., 2021. Students’ motivation to learn English as a foreign language in the context of Saudi Arabian learners. Arab World English Journal (AWEJ). 12. DOI: http://dx.doi.org/10.2139/ssrn.3952886

[8] Wen, X., 1997. Motivation and language learning with students of Chinese 1. Foreign Language Annals. 30(2), 235–251.

[9] Nichols R., 2014 Motivating English language learners: An Indonesian case study [unpublished Master’s Thesis]. Sioux Center, IA, USA: Dort University.

[10] Othman N., Mohammad, M., Nor, I., et al., 2018. Motivation in English language learning: A case study of Afghanistan students in Malaysia. Proceedings of the 4th International Conference ILANNS 2018; Selangor, Malaysia; 12–14 September 2025. pp. 377–393.

[11] Izlin, N.I.M., Rahmat, N.H., 2020. BARRIERS AND MOTIVATION FOR LEARNING ENGLISH: A CASE STUDY. European Journal of English Language Teaching. 6(1), 40–50.

[12] Hossain, M.M., 2016. Cultural barrier in learning a foreign or second language: An outline and clarification in context of Bangladesh. English literature and language review. 2(6), 65–70.

[13] Adade, D., 2014. The influence of motivation and socio-cultural factors on students’ language competence [dissertation]. Accra, Ghana: University of Ghana.

[14] Halimi, F., Daniel, C.E., Al Shammari, I.A., 2020. Motivation and socio-cultural milieu of second language learners: Considerations involved in English teaching. English Language Teaching. 13(5), 149–163.

[15] Purnama, N.A, Rahayu, N.S., Yugafiati, R., 2019. Students’ motivation in learning English. PROJECT (Professional journal of English education). 2(4), 539.

[16] Daif-Allah, A.S., Aljumah, F.H., 2020. Differences in Motivation to Learning English among Saudi University Students. English Language Teaching. 13(2), 63–74.

[17] Zanghar, A., 2012. Instrumental and integrative motivation among undergraduate Libyan students of English as a foreign language [dissertation]. Fort Collins, CO, USA: Colorado State University.

[18] Bhuiyan, A.A.M., 2016. Motivation of Saudi Arabia Tertiary Level Students Learning English as a Foreign Language. IIUM Journal of Educational Studies. 4(2), 70–84.

[19] Drbseh, M.M.H., 2019. Motivation for Learning English Language among College‎ Students at “Qassim University” in Saudi Arabia‎. Journal of Applied Linguistics and Language Research. 6(5), 54–62.

[20] Almegren, R., 2022. Politics and foreign language learning: A study of Saudis' motivations to learn English following the announcement of Saudi Vision 2030. Journal of Language and Linguistic Studies. 18(1), 135–158.

[21] Shamiry, R., Al Fuad, M., 2020. The role of motivation in second language learning in king khalid university, Saudi Arabia. Journal of Language Teaching and Research. 11(6), 893–903.

[22] Alrishan, A.M.H., Alwaely, S.A., Alshammari, A.K., et al., 2023. The impact of the Teacher’s personality on the motivation of learning the English language among governmental school students in Saudi Arabia. Information Sciences Letters. 12(3), 1223–1230.

[23] Hennebry-Leung, M., Xiao, H.A., 2023. Examining the role of the learner and the teacher in language learning motivation. Language Teaching Research. 27(1), 30–56.

[24] Meyer, J., Thorben, J., Ronja, S., et al., 2024. Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence. 6, 100199.

[25] Huck, S.W., 2008. Reading statistics and research, 5th ed.; Pearson Education: Boston, MA, USA.

[26] McMillan, J.H., Schumacher, S., 2010. Research in education, 7th ed.; Pearson Education: Upper Saddle River, NJ, USA.

[27] Muftah, M., Rafik-Galea, S., 2013. Language Learning Motivation among Malaysian Pre-University Students. English Language Teaching. 6(3), 92–103.

[28] Wong, Y.M., 2011. A study of instrumental and integrative motivations as factors influencing UTAR third-year Chinese undergraduates in learning ESL [Master’s Thesis]. Kuala Lumpur, Malaysia: University Tunku Abdul Rahman.

[29] Warden, C.A., Lin, H.J., 2000. Existence of integrative motivation in an Asian EFL setting. Foreign language annals. 33(5), 535–545.

[30] Alenezi, A.H., Mugaddam, A.H., 2023. The Role of Pschological and Social Factors in Causing Hesitation during Speaking: The Case Of Saudi EFL Learners. Eurasian Journal of Applied Linguistics. 9(3), 10–20.

[31] Alhadi, A.K., Mugaddam, A.H., 2024. Use of Padlet Application in Saudi Context: Students' Perception and Classroom Application. Eurasian Journal of Applied Linguistics. 10(2), 215–225.

Downloads

How to Cite

Saleem Alanazi, S., & Hammaad, A. H. (2025). The Role of Motivation in Learning English as a Foreign Language at Northern Border University. Forum for Linguistic Studies, 7(4), 574–587. https://doi.org/10.30564/fls.v7i4.8861

Issue

Vol. 7 , Iss. 4 (April 2025): In Progress

Article Type

Article

License

Copyright © 2025 Sana Saleem Alanazi, Abdelrahim Hamid Mugaddam

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.