The Instrumentality of Integrativeness: A Case Study of ESL Saudi Students in Canada (original) (raw)
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Theory and Practice in Language Studies, 2023
Integrativeness, or the desire a second-language (L2) learner to integrate into their target L2 community, has been shown to be a strong motivation toward L2 learning. Aspects of identity, such as desire to learn a liturgical language (LL) associated with the L2 learner's religion, or the level of ability for the L2 learner to develop a clear vision of their future L2 self, have also been shown to be strong L2 motivators. Arabic is the LL of Islam, and it is also the heritage language (HL) of the Kingdom of Saudi Arabia (KSA). Although levels of integrativeness will likely greatly impact L2 learning progress among learners at these ALIs, currently, an instrument does not exist for accurately measuring integrativeness into the target L2 community in KSA. The objective of this study was to develop a new instrument to measure Saudi integrativeness in L2 Arabic learners from KSA ALIs Diploma Programs. A total of 66 learners in three of the ALIs Diploma Programs completed the instrument. Twenty-three items were reduced to 16 through factor analysis, which revealed the following subscales: intellectual integrativeness, social integrativeness, remote admiration, and anti-integrativeness. While most of the sample was Muslim and displayed high levels of social and intellectual integrativeness and were interested in learning about cultural topics, they also placed priority on the quality of the classroom environment. The ALI classroom environment could be negatively impacted by a predominance of learners with anti-integrative attitudes, who are also less likely to be motivated and succeed at the individual level.
Jordanian Undergraduates' Motivations and Attitudes towards Learning English in EFL Context
The current study aimed at investigating the two most important social psychological variables: The motivation orientations (instrumental & integrative) of the Jordanian EFL female undergraduates and their attitudes towards learning the target language and its community. A stratified random sample of 184 students majoring English language and literature at Al Balqa' Applied University-Princess Alia University College-Amman, Jordan, was surveyed using the Attitude/ Motivation Test Battery. The eight domains used to achieve the grand aim of the study were:(1) Interest in Foreign languages (2) Parental encouragement (3) motivational intensity (4) Degree of Integrativeness (5) Degree of Instrumentality (6) Attitudes towards Learning English (7) Attitudes toward English-speaking People (8) Desire to Learn English. The findings showed the subjects' greater support of instrumental reasons for learning the English language including utilitarian and academic reasons, However, regarding the integrative reasons, the results provided evidence that learning English as a part of the culture of its people had the least impact in students' English language motivation, whereas their attitudes towards the target language community and its members were generally found to be highly positive. Finally, the study reported some pedagogical implications that would help tap the students' motivation orientations and attitudes.
The Cultural Compatibility of Saudi Efl University Students in the Ut Austin Esl Program
2016
Saudi EFL and Saudi ESL students were studied in university programs in Saudi Arabia and in the US in order to assess their cultural competency and any potential clashes that may cause blockages in learning English in either environment. Critical pedagogy was used as an overarching methodology to construct lesson plans and provided the ideological basis for the construction of these studies. Saudi Arabia hosts EFL teachers from Western countries to instruct EFL students from grades 4 and up. Yet, cultures clash and these sentiments hinder learning EFL due to the cultural power a teacher can assert, even without their knowledge. Monologic and dialogic behaviors can help or facilitate learning, based on the teachers' approach to topics and cultural dilemmas in the classroom. Having taught EFL in the women's campuses in the capital city of Riyadh for over 10 years at 3 different universities, namely Al Yamamah, Al Faisal, and Prince Sultan, combined, ideological, religious and cultural issues were noted between Western teachers and Saudi students on a daily basis. Focused research was in 2011 conducted at Al Yamamah University, women's campus in order to conduct teacher training and develop a framework of acceptable topics for use in the classroom. Further research including surveys, interviews and case studies of Saudi ESL students were conducted in 2015-2016 at the University of Texas at Austin ESL in order to assess Saudi ESL learners in an English immersion program. Guiding questions were developed to assess cultural competency, cultural clashes, identity issues and culturally habituated patterns from Saudi culture that were impacting Saudi learners in UT Austin ESL program.
Language-Learner Motivation in Saudi Arabia
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This literature review examines language-learner motivation in Saudi Arabia. There has been a great deal of investment by the Saudi government in English as a Foreign Language education, but unfortunately the results have not matched expectations. Saudi students are generally considered to be lacking in motivation, which has surely played a part in those disappointing results. As a basis for further discussion, student motivation theory is discussed, starting from Gardner and Lambert and finishing with Dornyei. The situation in Saudi Arabia is looked at with regard to the condition of Saudi students and the Saudi system. Then, as I believe cultural factors play an important part in shaping the mindset of Saudi students, I have looked at this in terms of Hofstede’s analysis of Saudi Arabia, ‘Integrativeness’ and English as a lingua franca. Finally, my own experiences in Saudi Arabia are related to the literature review in the light of 3 perspectives of ‘integrativeness.’
Bridging the gap: a study of academic language-learning needs of Saudi international students
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Using quantitative and qualitative research methodologies, the current study examines Saudi students’ perspectives, coupled with EAL instructors’ views, regarding Saudi students’ English language-learning needs. Two data collection tools were used, a questionnaire and semi-structured interviews. The study (N = 172) included samples of EAL learners (n = 127) and EAL instructors (n = 45) both in Saudi Arabia and Canada, Victoria. The mismatch between the skills identified as important and areas identified as needing support by the learners, in addition to the divergence between learners’ and instructors’ perceptions, underscores the necessity of triangulation when using needs analysis to discover language-learning needs. The study delineates oral communication (i.e., being able to interact by using the language appropriately and efficiently) as a language-learning need identified by both Saudi students and their language instructors. Quantitative (skill ratings) and qualitative (respo...
interview questions etc), it has been acknowledged according to academic convention. Sources of direct quotations are clearly identified. I have read and understood the University's statement concerning plagiarism and collusion. Signed: Date: 17/2/2012 iii DEDICATION I would like to dedicate this work to the souls of my mother and my brother. iv ACKNOWLEDGMENTS I owe my deepest gratitude and thanks to Allah, the Most Beneficent and the Most Merciful who has bestowed me the life, ability and facilities to complete such hands-on experience of the MA of TESOL. I am grateful to my tutor, Ms. Mahshid Fazaeli, as she has made available her support in a number of ways, for example, her invaluable guidance and comments, her meticulous and indepth reading of my thesis, her constructive and detailed feedback, and her prompt replies to my emails as well as her patience. I would like to thank Ms Petra Schoofs, the module leader, for her support, helpful ideas, guidance, her taking part and commenting on the online discussions which were great help and support for all of us. I am also indebted to Ms. Kim Willis, for her support and valuable emails and guidance during the MA phase per se and the other phases as well. I would like also to thank my previous tutors: Juan Chen and Katy Mann for their sincere feedback and their invaluable support. I am indebted to my many of my colleagues, at Taibah University, who helped me with administering the questionnaire smoothly and perfectly. I would like to show my gratitude to my study participants for their earnest participation without which this thesis would have not been possible. v Abstract The objective of this study is to identify the attitudes and motivation of the Preparatory Year Program (PYP) Saudi students at Taibah University towards English as a foreign language. To this end, six socio-psychological variables -Motivation, Integrativeness, Parental Encouragement, Language Anxiety, Instrumentality, Attitudes toward the learning situationwere assessed by means of a questionnaire and a silent interview. Whereas 101 informants (73 males, 28 females) participated in the questionnaire, 12 (males) participants took part in the interview. By comparing the means of the six variables (scales and constructs) of the study, the results of the questionnaire revealed that Saudi learners had robust motivation for learning
Saudi students experiences learning English MA thesis
This study aims to shed light on the reasons that influence Saudi students' learning experiences, self-esteem, and attitudes in English language education in the EFL context as linked to their language proficiency. However, Saudi students' experiences differed in the ESL context, as the study's findings revealed. This study was conducted to understand the students' perspectives about their different language learning experiences in ESL and EFL settings. The participants in this study were ten students who had learned English in both EFL and ESL classrooms, which gave the study a clear understanding of the English language learning circumstances in both environments. A qualitative approach was used in this study to enable the researcher to discover the participants' English language learning experiences and to assist the researcher to learn extensively about those experiences. Moreover, the data analysis revealed that the students' experiences were influenced by certain factors in the EFL context. The data findings showed that the Saudi students' experiences in EFL differed from those in ESL in terms of their self-esteem, attitude. The students reported that each learning context contributed to their learning in a different manner. EFL contributed to their basic English to some extent, regardless of its accompanying negative factors; however, ESL contributed more effectively to their language acquisition, with positive factors that they found more relevant to their success in the language.
1982
The role of affective variables in adult second language learning (SLL) has interested language specialists for a long time. Of particular note has been the work of Gardner and Lambert (1972) in which motivation is thoroughly analyzed. What emerged from their work as a particularly strong predictor of successful SLL was integrative motivation. The contrasting orientation, instrumental motivation, was found to be less predictive of SLL success among their subjects, mostly high school students in Canada and the United States. The contention here is that integrative-motivation may not be the only orientation for successful SLL. Looking at 84 foreign students at a large univerisity in the U.S., we found little evidence for an integrative orientation as it has been defined by Gardner an& Lambert. In fact, a particularly anti-integrative orientation could be seen among a subset of these students who had at the time of this Study resided in ehe U.S. for thirteen to eighteen months. It is noted that all 84 subjects were deemed "successful" with English. It is important for ESL teachers 4.n the setting of universities in the U.S. to be aware that their students-may not feel integrative taward the American culture. What is presented in ESL classes, as well as ESL textbooks, should reflect this awareness and should recognize that students' needs for achieving their goals here do not necessexily include an integrative orientation toward the American mainstream culture.