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

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.