متون
Volume 17, Numéro 4, Pages 53-77
2024-12-31
The Relationship Between Attitudes, Motivations, And Learner Beliefs: Stories In The E- Learning Context Of English As A Foreign Language In Saudi Arabia
Authors : Mkheimer Mohamed Amine .
Abstract
As Saudi Arabia progresses towards developing a learner-centred pedagogy via the life-long e-learning, understanding how learners learn and what influences their learning has become just as important as determining what they learn. This is especially true in the context of learning English as a foreign language in new e-learning milieus. In such contexts, knowledge of English has increasingly become a tool for participation in the e-learning arena, and the number of English language learners joining e-learning programmes is growing at an unprecedented rate in Saudi Arabia as elsewhere in the world. In addition, research on the effects that attract learners of English to e-learning is receiving rising attention. This paper explores the relationships among learners' use of language e-learning strategies, attitudes, motivations, beliefs about language learning, and English language proficiency for a sample of five advanced university students in King Khalid University. Qualitative methods and anecdotal analyses were used to collect the data for the study. Findings of this study suggested that two sources of influence were the most powerful in relation to learners' use of language e-learning strategies: (a) ability beliefs, and (b) motivational orientations, especially orientation towards competition and academic as well as technological self-efficacy. These two factors, i.e., ability beliefs and the motivational factors, in conjunction with other e-learning acceptance and adoption factors, and intrinsic motivation and attitudes towards e-learning technology use, accounted for a significant portion of the variance in English language proficiency in the latent variable path analysis. Findings also suggested that a multitude of contextual issues, such as English curriculum, web-based tests, virtual classroom language instruction and student participation, and peer influence, interplayed to affect learners' strategy use, motivational orientations, and attitudes about language e-learning, resulting in distinct dimensions and patterns. Results of this study speak cogently to the need for language e-pedagogy in Saudi Arabia to explicitly integrate e-learning and e-teaching technologies and address the motivational aspect of language e-learning for the purpose of engaging learners and enhancing learning effectiveness. Future research should systematically examine patterns and sources of variation in these learner variables as well as identify their developmental trajectories in e-learning milieus.
Keywords
E-Learning, English as a Foreign Language, Saudi Arabia, Learner Beliefs, Motivations, Attitudes, Language Learning Strategies, Qualitative Research
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