scholarly journals English Language Learning Motivation and English Language Learning Anxiety in Saudi Military Cadets: A Structural Equation Modelling Approach

2018 ◽  
Author(s):  
Ali Falah Alqahtani
Keyword(s):  
Language Learning ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
English Language ◽  
Learning Motivation ◽  
English Language Learning ◽  
Learning Anxiety ◽  
Equation Modelling ◽  
Language Learning Motivation ◽  
Modelling Approach

scholarly journals The L2 Motivational Self System and Religious Interest among Saudi Military Cadets: A Structural Equation Modelling Approach

2017 ◽  
Vol 7 (5) ◽  
pp. 84 ◽  
Author(s):  
Ali Falah Alqahtani
Keyword(s):  
Language Learning ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
English Language ◽  
Parental Encouragement ◽  
Learning Attitudes ◽  
Equation Modelling ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Students Attitudes

This study surveyed the English language learning motivation of 384 Saudi military cadets. The researcher applied structural equation modelling to analyse how a set of motivational factors interact in shaping the motivation to learn English of this under-researched context. The study found that the language learning effort was determined by the students’ attitudes towards the language learning process as well as their Ought-to L2 Self. However, the Ideal L2 Self contributed to the language learning effort indirectly with the mediation of the students’ attitudes towards the language learning. The influence of the students’ parents was salient as the parental encouragement contributed to the students’ Ought-to L2 self as well as their language learning attitudes. Finally, the students’ perception of the benefit of learning English for religious purposes (religious interest) contributed to the enjoyment derived from the process of language learning, which in turn impact the effort they invest in their language learning. 

scholarly journals English language learning motivation of students at the Sapientia Hungarian University of Transylvania in Miercurea Ciuc

2021 ◽  
Vol 12 (2) ◽  
pp. 567-582
Author(s):  
Zsuzsanna Dégi ◽  
Orsolya Kovasch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
English Language Learning ◽  
Valuable Insight ◽  
Exploratory Research ◽  
Online Questionnaire ◽  
Global Citizens ◽  
Language Learning Motivation

Aim. The present research aims to explore the English language learning motivation of students at the Sapientia University, Faculty of Economics, Socio-Human Sciences and Engineering, Miercurea-Ciuc (Csíkszereda). Method. 103 students took part in the exploratory research where an online questionnaire containing 50 statements was used to find out students’ motivations to learn English, focusing on seven different motivational factors (instrumentality, desire to become a global citizen, ideal foreign language self, desire for self-satisfaction, attitudes towards learning English, cultural integration and ought-to foreign language self). Results and conclusion. Results show that instrumental motivation has a strong effect on the surveyed students as they are highly motivated by the idea of getting a well-paying job with the help of their English language knowledge. Moreover, we also found out that participant students do not want to integrate within a native English-speaking community; they do not want to speak the language as native speakers, they rather aim to become global citizens with English. Cognitive value. The results of this exploratory research might offer valuable insight into students’ language learning motivation. Therefore, the study might be helpful for university teachers to have detailed information and a clearer picture of their students’ language learning motivations.

scholarly journals INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

2021 ◽  
Vol 18 (48) ◽  
pp. 337-350
Author(s):  
Anica Radosavljević Krsmanović ◽  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
Target Language ◽  
English Language Learning ◽  
Language Community ◽  
L2 Motivation ◽  
Language Learning Motivation ◽  
International Posture

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

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