Unveiling Motivational Factors: Understanding Saudi University Students' Drive to Acquire Proficiency in English Language

Abstract

This research endeavor sought to meticulously assess the intrinsic and extrinsic motivational dynamics prevalent among Saudi undergraduate students undertaking the acquisition of English as a foreign language at Shaqra University. Concurrently, the study aimed to elucidate potential differentials in motivation levels predicated on gender distinctions and diversified academic specializations. Employing a methodologically rigorous descriptive paradigm for both data collection and analysis, the study harnessed the instrumentality of meticulously crafted questionnaires. The study's demography encapsulated a discerningly chosen cohort of 130 preparatory-level students enrolled in English as a foreign language courses within the esteemed College of Computer and Information Technology and Applied Medical Sciences. This participant pool was judiciously derived through the application of a convenience sampling methodology. The primary conduit for data aggregation was an intricately devised questionnaire strategically fashioned based on the nuanced adaptations of a survey instrument developed by Daif-Allah and Aljumah (2020). The empirical revelations unveiled a conspicuous manifestation of heightened intrinsic motivation (mean: 3.53 ± 1) and extrinsic motivation (mean: 4.02 ± 0.7) among preparatory year students at Shaqra University engaged in the pursuit of English language proficiency. This conspicuous manifestation accentuates a resolute ardor among the student cohort for the acquisition of English proficiency. Moreover, discerning scrutiny discerned no statistically discernable variances in motivation levels contingent upon gender disparities or academic pursuits across diversified specializations at the preparatory level within the ambit of English language acquisition.