European Journal of Social Sciences

ISSN 1450-2267 Vol.27 No.2 (2012), pp. 283-300

EuroJournals Publishing, Inc. 2012
http://www.europeanjournalofsocialsciences.com
283

Saudi Undergraduates' Motivational Orientations towards
English Language Learning along Gender and University
Major Lines: A Comparative Study


Choudhary Zahid Javid
Department of Foreign Languages, Taif University, P-O-Box 888
Taif University, At-Taif, KSA
E-mail: chzahidj@hotmail.com
Tel: +966-502312949

Abdul Rahman Al-Asmari
English Language Centre, Taif University, P-O-Box 888
Taif University, At-Taif, KSA
E-mail: abdulasmari@gmail.com
Tel: +966-557344666

Umar Farooq
English Language Centre, Taif University, P-O-Box 888
Taif University, At-Taif, KSA
E-mail: umar.fui@gmail.com
Tel: +966-582912894


Abstract
Research into language learning motivation has proliferated in the EFL contexts including
the Arab world reflecting its appreciation in learning English as a foreign language. It has
been contended that foreign language learning motivation cannot be treated as a single
orientation, and variables such as learners' gender, major subject of study, language
proficiency, geographical location, etc. play a significant role in this regard. This study
intended to investigate Saudi undergraduates' motivational orientations for learning English
as a foreign language and to identify whether or not any statistically significant differences
existed due to the participants' gender and university major. The researchers developed a
30-item self-reported 5-point agree/disagree Likert scale questionnaire that was
administered to 709 male and female Saudi undergraduates from three departments:
English, medicine and information technology. MANOVA results reported that the
participants of this study exhibited higher extrinsic motivational orientations with fairly
high intrinsic orientations. Male English-major were more positive towards both
motivational orientations as compared to their female counterparts, but it was found it was
the other way round for other populations of the study. The results indicated that significant
differences existed in the participants' extrinsic motivational orientations due to their
gender and university major.


Keywords: Intrinsic Motivational Orientations, Extrinsic Motivational Orientations,
Gender Differences, University Major Differences
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284
1. Introduction
The role of motivation has been emphasised in teaching/learning any subject at all levels. Yet it rather
becomes crucial and significant when it comes to teaching of English as a foreign/second language
(EFL/ESL) because it is directly related to the social nature of the learners (Kobayashi and Viswat,
2007; Williams, 1994). Williams (1994) posited that "the learning of a foreign language involves far
more than simply learning skills, or a system of rules, or a grammar; it involves an alteration in
selfimage, the adoption of new social and cultural behaviours and ways of being" (p. 77). It has been
suggested that motivation is a key factor for successful second language (L2) or foreign language (FL)
learning and it also determines the level of learners' positive, active and personal engagement in the
process of target language (TL) learning (Oxford and Shearin, 1994). Concerning the primary role of
motivation in effective language learning, research has reported that: motivation is often seen as the
key learner variable because without it nothing happens (Schmitt, 2002, p. 172). Identification of
learners' motivational orientations is crucial in the beginning of a language course because it is helpful
in determining
"the choice of language to be learned, the kinds of activities that learners are more inclined to
engage in, the types and extent of proficiency that learners expect to attain, the degree of external
intervention needed to regulate learning and the extent of engagement in the long run"
(Abu Baker, Sulaiman and Rafaai, 2010, p. 72).
Identification of learners' motivational orientations is also important in finalising language
learning objectives and having an appropriate classroom environment: controlled or autonomous
(Noels, 2001; Ryan and Deci, 2000).
Research has reported that L2/FL learners may be intrinsically motivated (Gardner and
Maclntyre, 1993; Oller, Hudson and Liu, 1977), extrinsically motivated (Alhuqbani, 2009; Liu, 2007;
Luckmani, 1972) or they bear both kinds of motivations to learn a language (Al-Khatib, 2007; Obeidat,
2005; Malallah, 2000). Language learning motivation in the EFL context of Saudi Arabia has become a
serious research concern during the past few years though this field was not given much attention in
the past in Arab EFL contexts in general and Saudi Arabia in particular. The establishment of English
language centres (ELCs) and the subsequent advent of preparatory year programmes (PYP) in the
universities of Saudi Arabia has played a fundamental role in initiating a positive academic shift
towards learner-centered pedagogy from the traditional teacher-centered teaching methodology. This
awareness noticeably seemed to have assigned the learners with a privileged status; therefore, there has
been an increased awareness as well as a genuine need to understand the motivational orientations of
Saudi university undergraduates. Research reported some studies on English language learning
motivations of Arab EFL students in Saudi Arabia, but there seems a scarcity of research on EFL
motivational orientations in relation to the gender and university major of the students. The main
purpose of this study is to fill the gap in this research area by identifying the differences in their
motivational orientations due to their university major and gender in a Saudi context represented by the
sample of this study.


2. Previous Research
Motivation has been viewed as one of the most important factors that determine human being's actions.
It is identified as a factor that is responsible for determining human behavior by energizing it and
giving it direction (Drnyei, 1998, p. 117). Richards, Platt and Platt (1992) have defined motivation
as the factors that determine a persons desire to do something (p. 238). This definition uses a
plural entry for the term motivation suggesting that it is a complex combination of several multi-
faceted subcomponents. Thus it is difficult to define this complex phenomenon. Gardner (2006) posits
that motivation is a very complex phenomenon with many facetsThus, it is not possible to give a
simple definition (p. 242). In their book "Why we do what we do: Understanding Self-motivation",
Deci and Flaste (1996) has suggested that it is not only the human behaviour that is described by
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285
motivation but it also explores the reasons behind that behaviour. That is why Drnyei (2001)
identifies motivation as ..one of the most elusive concepts in the whole domain of the social
sciences (p. 2). One probable reason for this complexity is due to the fact that various psychological
schools of thought perceived motivation differently. Behaviourists believed that motivation is
"..quite simply the anticipation of reward" (Brown, 2000, p. 160) whereas the cognitivists identified
motivation as a factor that is more closely related to the learners' intent and decision. Motivation has
also been defined as "the choices people make as to what experiences or goals they will approach or
avoid, and the degree of effort they exert in that respect" (Keller, 1983, p. 389 cited in Brown, 2000).
The constructivists have emphasised the inclusion of social contexts in addition to the learners'
decisions and choices (Brown, 2000). All the above-mentioned three schools of thoughts differed
significantly in defining motivation but all of them have recognised 'needs' as a common factor because
" the fulfillment of needs is rewarding, requires choices, and in many cases must be interpreted in
a social context" (Brown, 2000, p.161). Drnyei, Csizr and Nmeth (2006) have concluded that the
diversities in defining motivation can be understood if one realises that it deals with the reasons behind
human behaviours and actions. Much research has supported that motivation is a key factor for
successful and sustained L2 or FL learning (Tamimi and Shuib, 2009; Gardner, 2006; Lifrieri, 2005).
Drnyei (2003) reported that social psychologists initiated motivational research in language learning
and Gardner's (1985) socioeducational model has attracted much attention and acknowledgement in
which motivation has been defined as a .combination of effort plus desire to achieve the goal of
learning the language plus favorable attitudes towards learning the language (Gardner, 1985, p. 10).
Deci, Connell and Ryan (1989) presented another important model of language learning motivation:
'Self-determination theory'. Both of these models identify two major kinds of language learning
motivations: intrinsic or integrative and extrinsic or instrumental. Vellerand et al. (1992) has reported
that intrinsic-extrinsic motivation has been investigated intensively in psychology and discussed in
more than 800 published studies.
Among several other motivational models, Gardner and Lambert's (1972) 'socio-educational
model' occupies a special status in L2/FL learning motivational research. This model recognises that
language learning is not a mere product of the learners' aptitude and ability but the learners' attitude
towards the TL speakers is a crucial factor: .adding a social dimension to the study of motivation to
learn a L2 (Koike and Tanaka, 1995, p. 519). This model interprets the learners' motivational
orientations into two categories: intrinsic or integrative and extrinsic or instrumental. Extrinsic
motivation has been identified as learners' utilitarian/functional reasons of learning a language like
getting a better job, passing an examination, qualifying for promotion etc. Intrinsic motivation, on the
other hand, is described as a desire to learn a target language due to "a sincere and personal interest in
the people and culture represented by the other language group" (Gardner, Smythe, Clement and
Gliksman, 1976, p. 198) or it is identified as a high level of drive on the part of the individual to
acquire the language of a valued second-language community in order to facilitate communication with
that group (p. 199). Vellerand (1997) classified intrinsic motivation into three categories which
includes a) intrinsic motivation to know (IM-K): "the motivation for doing an activity for the feelings
associated with exploring new ideas and developing knowledge" (Lucas at al., 2010, p. 11), b) intrinsic
motivation towards accomplishment (IM-A): ".the sensations related to attempting to master a task
or achieve a goal" (ibid., p. 11), and c) intrinsic motivation for stimulation (IM-S): " motivation based
simply on the sensations stimulated by performing the tasks, such as aesthetic appreciation or fun and
excitement" (ibid., p. 11). Noels, Pelletier, Clement and Vallerand (2000) have posited that the primary
purpose of these three kinds of motivations is to experience the pleasurable sensation while performing
some challenging and self-initiated activity.
Research has offered significant insights into the role of intrinsic and extrinsic motivation in
L2/FL learning. Abu Bakar et al. (2010) repoted that intrinsically motivated learners are in a better
position to continue learning a language owing to their genuine interest and liking for the culture and
speakers of the TL, whereas extrinsically motivated learners would most probably discontinue their
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286
learning process if the external motivational factors are removed or when they achieve the desired
proficiency in the TL. Much research has contradicted this finding and reported that extrinsic
motivation is rather more important for L2/FL learning (Schmidt, Boraie and Kassabgy, 1996;
Drnyei, 1990; Gardner and Lambert, 1972). It has been expressed that most of the FL learning
theories have not assigned much value to intrinsic motivation (Schmidt et al., 1996). One probable
reason behind this statement might be the fact that usually strong external motivational factors are
dominant in a FL learning context.
Several research studies have concluded that intrinsic motivation ensure sustained and long
term success in L2/FL learning (Noels et al., 2001; Ellis, 1998; Gardner et al., 1989; Gardner, 1985).
Although the role of intrinsic motivation is acknowledged, yet much research has reported that
extrinsic motivation is rather more valid depending on the context of learning (Drnyei, 1994;
Williams, 1994). For example, extrinsic motivation was reported as a stronger motivational orientation
in India (Kachru, 1992; Lukmani, 1972), Philippines (Gardner and Lambert, 1972), China (Liu, 2010;
Hao, Liu and Hoa, 2004), Japan (Berwick and Ross, 1989; Chihara and Oller, 1978) and in the Arab
world (Qashoa, 2006; Dhaif Allah, 2005; Al-Mutawa, 1994; Alam, 1988; Musa, 1985; Al-shalabi,
1982).
The freshmen students who are admitted to PYP are usually taught English for Specific
Purposes (ESP) courses to prepare them to handle their major subjects of study in the target language.
Several studies have been conducted for ESP learners and the findings suggested that ESP learners are
both intrinsically and extrinsically motivated but their extrinsic motivation is rather stronger
(Alhuqbani, 2009; Al-Katib, 2007; Voget and Oliver, 1999; Al-Huneidi and Basturkmen, 1996). It has
been suggested that it is rather too simplistic to identify the learners as only intrinsically or
extrinsically motivated because both kinds of motivations are important for successful language
learning and the absence of any one of these two may lead to failure in this regard (Alvyda and
Metiuniene, 2006 cited in Alhuqbani, 2009; Brown, 1987; Ellis, 1985). Thus it can be concluded that
both intrinsic and extrinsic motivations facilitate the TL learning process but the intensity of extrinsic
or extrinsic motivation depends on the context because language learning motivation is shaped by a
combination of internal and external factors (Williams, 1994; Deci and Ryan, 1985). Keblawi (2006)
and Oxford and Shearin (1994) argued that L2/FL learners may have mixed motives and are
simultaneously motivated by intrinsic and extrinsic orientations. Keblawi (2006) mentioned the
statements like "I like the language and it is also very important" suggesting that the learner is both
intrinsically and extrinsically motivated. Therefore, it is emphasised that it is not sufficient for
sustained and long lasting language learning motivation to have only one kind of motivation; i.e.,
internally motivated learners need to be convinced of the importance of the TL for their respective
academic/practical needs or vice versa (Noels et al., 2000). Along with the language learning context,
several studies are carried out to identify intrinsic/extrinsic motivational orientations along language
learners' gender, level, major subjects of studies, etc.
Shaaban and Ghaith (2000) conducted a study to investigate the English language learning
motivational constructs of university-bound Arabic speaking students in the EFL context of Lebanon.
The subjects were 180 students enrolled in the university orientation programme of the American
University of Beirut which offered intensive English language courses. The group consisted of 108
male and 72 female students enrolled in the following levels: intermediate (41 students) and high
intermediate (139 students). The researchers used a modified version of the motivational scale
developed by Wen (1997). The findings of the study revealed that if the students show interest towards
the TL and its culture, have a positive attitude towards the learning outcomes, feel that programme
objective are practical and achievable, they will show the desired motivation for the language learning.
Furthermore, it was reported that the subjects exhibited intrinsic orientation for effort, valence,
expectancy, and self-estimation of ability whereas only valence was found linked with extrinsic
motivation. The data generated through the MANOVA analysis indicated that there were differences
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287
along gender lines and it was also found out that female students and low-proficiency students were
found more willing to invest greater efforts for learning the target language.
Alansari and Lori's (1999) study attempted to compare the differences in the motivational and
attitudinal constructs of English-major and Arabic-major students studying at the University of
Bahrain. The subjects were 62 male and female students of different age, native languages and
cultures. A self-developed questionnaire was administered to collect data regarding four variables:
intrinsic motivation, extrinsic motivation, and the subjects' attitudes towards the TL and its culture. The
findings of this study reported that English-major subjects' intrinsic motivation i.e., attitude was
stronger and more positive towards the TL and its culture as compared to the other sample group:
Arabic-major. The researchers posited that this higher intrinsic motivation in English-major subjects
was due to the fact that it was strongly related to their over-all achievement in their major field of
study. Arabic-major subjects, on the other hand, were found to have stronger extrinsic motivation
because their main objective was only to qualify the university-required English course.
Sammer's (2006) exploratory study consisted of two phases and investigated 604 subjects (148
male & 456 female) at the United Arab Emirates University to identify their preferred motivational
orientations. The tools employed in the study were a 47-item, six Likert-scale EFL motivational
questionnaire and a short demographic survey. The researcher used exploratory factor analysis to
identify the motivational variables of the subjects whereas MANOVA was used to investigate the
effects of gender, size of geographical area, and subjects' English proficiency level on the five
motivational factors reported by the first phase of data analysis. The findings of the three hypotheses
tested in the study showed significant differences along gender lines regarding subjects' extrinsic
motivation, intrinsic motivation, anxiety component and motivational strength. The results did not find
any statistically significant differences in the motivation level of the students living in rural districts
with the ones from urban areas.
Abu-Rabia (1997) conducted a study to identify the gender differences in the motivational
constructs of Arab students' attitudes towards ESL learning in the context of Canada and the Canadian
society as a whole. The hypotheses tested in the study were that a multicultural social context such as
Canada facilitates L2 learning and in turn creates positive attitude towards the L2 learning society. The
study involved two tools: 1) a questionnaire to identify subjects' intrinsic/extrinsic motivational
orientations and an exploratory semi-structured interview with the subjects and their families to further
probe into their intrinsic motivation. The population of the study comprised of 52 male and female
Canadian-Arab immigrants who spent 2 to 3 years in Canada. The results of the questionnaire and the
interview data revealed that both male and female subjects of the study showed stronger extrinsic
motivation to learn English as a second language in the context of Canada. The study did not report
any gender differences in this regard.
Mulallah (2000) conducted a study at Kuwait University to investigate Kuwaiti university
undergraduates' attitudes towards English language, learning of English language, native speakers of
the English language and their objectives of studying English. The researcher distributed a
questionnaire among 409 participants to collect data regarding the above-mentioned factors. The
subjects had the following composition: College of Arts (143), College of Science (143), and College
of Sharia and Islamic Studies (123). The subjects from the college of science had English-medium
whereas the subjects from the other two colleges were taught through Arabic medium. Science
undergraduates showed the strongest intention towards English, learning English, and the native
English speakers. The attitude of the subjects from the college of arts was also positive whereas the
subjects from the college of Sharia and Islamic Studies exhibited the least positive attitude towards the
above-mentioned factors because they did not need English for their future career.
Dwaik and Shehadeh(2010) conducted an exploratory study to identify the motivational
orientations of Arab college learners in the EFL context of Southern Palestine. The sample of the study
comprised 127 English-major and Engineering students from Hebron University and Palestine
Polytechnic University respectively. The purpose of the study was to determine the influence the
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288
subjects' gender, their English language proficiency, level of education and their major filed of study
on their motivational orientations. The findings of the study revealed that the subjects had strong
extrinsic motivation for learning English while their intrinsic motivational orientation such as their
attitude towards English and English speakers was not very positive. The researchers suggested that the
English language faculty should try to inculcate intrinsic motivation to ensure sustained and long
lasting learning.


3. Research Questions
This study has the following research questions:
1. What are Saudi undergraduates' motivational orientations for learning English as a foreign
language?
2. Are there any statistically significant differences along gender lines regarding the motivational
orientations of Saudi undergraduates for learning English as a foreign language?
3. Are there any statistically significant differences regarding the motivational orientations of
Saudi undergraduates due to their various majors (English, medicine, and information
technology) for learning English as a foreign language?


4. Null Hypotheses
Ho1. There are no significant differences in the intrinsic motivational orientations for learning English
as a foreign language between male and female Saudi undergraduates.
Ho2. There are no significant differences in the extrinsic motivational orientations for learning
English as a foreign language between male and female Saudi undergraduates.
Ho3. There are no significant differences in the intrinsic motivational orientations of Saudi
undergraduates of various majors (English, medicine, and information technology) for learning English
as a foreign language.
Ho4. There are no significant differences in the extrinsic motivational orientations of Saudi
undergraduates of various majors (English, medicine, and information technology) for learning English
as a foreign language.


5. Methodology of the Study
5.1. Instrumentation
The researchers consulted several motivational studies and developed a 5-point agree/disagree Likert-
scale questionnaire for the present study. The first part of the questionnaire contained demographic
questions about the participants' name, gender and major subject of studies. The second part of the
questionnaire contained 30 items to elicit participants' preferred motivational orientations (See
appendix # 1).The tool was developed to serve two purposes: to make it suitable to the needs of Saudi
undergraduates and to shorten it for the sake of samples' convenience so that the samples' authentic
responses might be ensured. The questionnaire was intended to identify the sample's responses
regarding two variables: intrinsic motivational orientations, and extrinsic motivational orientations.
This questionnaire was administered to 20 students as a pilot study. Cronbach alpha reliability
scale was used to determine the reliability of the questionnaire and the reliability coefficient remained
as .8186 (See Appendix # 3) which is a high rate of reliability to make sound judgments. The
questionnaire was generalised to the whole sample after this pilot study. The questionnaire had the
following composition:

5: Strongly Agree 4: Agree 3. Neutral 2: Disagree 1: Strongly Disagree
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289
5.2. Participants of the Study
The researchers used cluster sampling to select the subjects of this study. Different sections from the
three majors, i.e., English, medicine and information technology were randomly selected from the total
number of available sections. Shadish, Cook and Campbell (2002) reported that cluster sampling is a
kind of probability sampling used in the circumstances where it is difficult to reach the whole
population. Seven hundred and nine participants (m = 348, f = 361) returned the questionnaire. Detail
of the sample is shown in Table 1 below.

Table 1: Sample of the Study

Major Gender Number Percentage
English
Male 172 24.3%
Female 202 28.5%
medicine
Male 85 12%
Female 88 12.4%
Information Technology
Male 91 12.8%
Female 71 10%

5.3. Statistical Analysis
The participants' responses were computer coded using SPSS (Version 10). Descriptive statistics
namely the means, standard deviations and percentages were calculated. Multivariate Analysis of
Variance (MANOVA) was used to determine whether or not significant differences existed in the
participants' extrinsic and intrinsic motivational orientations in learning EFL in relation to their gender
and university major. The significance level was set at 0.05. The following abbreviations have been
used in the tables: English-major (EM), Medical (M), and Information Technology (IT).
Administration of the questionnaire
An Arabic version of the questionnaire (See Appendix # 2) was administered to the participants
to avoid any language related confusions and generate the samples' authentic responses. Four hundred
questionnaires were administered to the following four non-English major groups: IT male (100), IT
female (100), Medicine male (100) and Medicine female (100) studying at the English Language
Centre, Taif University. Four hundred questionnaires were distributed among EM participants studying
at the Department of Foreign Languages, Taif University. A uniform number of questionnaires (50)
was administered to the male and female students studying in different four levels: freshmen,
sophomores, juniors and seniors. The following instructions were given to the samples by the faculty
members before they distributed the questionnaire:
1. Read all the items carefully before you select your choices.
2. Choose your answers after proper deliberation.
3. Don't change your answers once you tick the choice.
4. Make sure that you tick the right column in the row.
5. Don't leave any item unanswered.
The rate of return remained as shown in Table 2:

Table 2: Questionnaire Rate of Return

No Sample Questionnaires distributed Questionnaires collected Rate of return
1 EM 400 374 93.5%
2 IT 200 162 81%
M 200 173 86.5%


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6. Results
MANOVA was conducted to identify the effect of the participants' gender and university major on the
two variables: intrinsic motivational orientation (factor 1) and extrinsic motivational orientation (factor
2). The results generated through two-way MANOVA have been shown in tables 3, 4, and 5. Table 3
details the descriptive analysis for the data.

Table 3: Descriptive Statistics

GENDER MAJOR Mean Std. Deviation N
FACTOR1
Male
EM 63.2616 6.9942 172
IT 60.9451 8.8786 91
Ml 62.6471 7.2845 85
Total 62.5057 7.6371 348
Female
EM 61.0792 7.0748 202
IT 61.5352 8.0086 71
M 62.9659 7.4517 88
Total 61.6288 7.3787 361
Total
EM 62.0829 7.1124 374
IT 61.2037 8.4876 162
M 62.8092 7.3503 173
Total 62.0592 7.5142 709
FACTOR2
Male
EM 66.0523 6.8332 172
IT 66.2857 7.7679 91
M 70.7176 7.0214 85
Total 67.2529 7.3821 348
Female
EM 63.3218 6.6340 202
IT 65.0704 7.1501 71
M 68.1932 8.1210 88
Total 64.8532 7.3826 361
Total
EM 64.5775 6.8541 374
IT 65.7531 7.5049 162
M 69.4335 7.6836 173
Total 66.0310 7.4742 709

Descriptive analysis as reported by MANOVA table indicated that there were not any
significant differences in the participants' intrinsic motivational orientations (Factor 1) along university
major and gender lines. The mean intrinsic score for the males was 62.51 (SD = 7.36) and the mean
intrinsic score for the females was reported as 61.63 (SD = 7.37). The collective (both for male and
female) mean intrinsic score for EM remained 62.08 (SD = 7.11), for IT it was calculated as 61.2 (SD
= 8.48), whereas the collective mean intrinsic score for M was reported as 62.81 (SD = 7.35).
Descriptive analysis for the factor 2 (extrinsic motivational orientations) pointed out that significant
differences existed both along participants' university major and gender lines. The mean extrinsic
scores along gender lines reported a significance difference in favour of the male participants (male:
67.25 female: 64.85). The collective (both for male and female) mean extrinsic scores of EM and M
reported a significant difference in favour of M (EM: 64.58 M: 69.43), whereas the collective mean
extrinsic scores for IT and M reported significant difference in favour of M (IT: 65.75 M: 69.43).
The mean extrinsic scores of EM (64.58) and IT (65.75) did not reveal any significant difference in this
regard. The descriptive analysis detailed in Table 3 showed that collective mean intrinsic score
remained as 62.06 (SD = 7.51) and the collective mean extrinsic score was calculated as 61.2 (SD =
8.48) reporting a statistically significant difference in favour of factor 2.




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291
Table 4: Tests of Between-Participants Effects

Source
Dependent
Variable
Type III Sum
of Squares
df
Mean
Square
F Sig.
Eta
Squared
GENDER
FACTOR1 27.500 1 27.500 .492 .483 .001
FACTOR2 709.978 1 709.978 13.973 .000 .019
MAJOR
FACTOR1 205.939 2 102.970 1.842 .159 .005
FACTOR2 2717.238 2 1358.619 26.740 .000 .071
GENDER * MAJOR
FACTOR1 305.297 2 152.649 2.731 .066 .008
FACTOR2 66.089 2 33.044 .650 .522 .002
Error
FACTOR1 39298.656 703 55.901
FACTOR2 35718.772 703 50.809
Total
FACTOR1 2770582.000 709
FACTOR2 3130860.000 709
a R Squared = .017 (Adjusted R Squared = .010)
b R Squared = .097 (Adjusted R Squared = .090)
c R Squared = .010 (Adjusted R Squared = .003)

Table 4 narrates the between-participants effects of gender, major and gender+major on the two
variables: intrinsic motivational orientation (factor 1) and extrinsic motivational orientation (factor 2).
Low eta squared values (.001 & .019) indicated that gender contributed towards factor 2 by 1.9% and
by 0.1% towards factor 1. MANOVA table reported a significant effect of participants' major subjects
in factor 2 by 7.1% and in factor 1 by only 0.5% (Eta squared values .071 & .005). Combined
gender+major effect was not significant on either factors (Eta squared values .008 & .002).

Table 5: Multiple Comparisons using Tukey HSD


Mean
Difference (I-J)
Std. Error Sig.
95%
Confidence
Interval

Dependent
Variable
(I) MAJOR (J) MAJOR
Lower
Bound
Upper
Bound
FACTOR1
EM IT .8792 .7032 .424 -.7690 2.5274
Ml -.7264 .6875 .541 -2.3376 .8848
IT EM -.8792 .7032 .424 -2.5274 .7690
M -1.6055 .8174 .121 -3.5214 .3103
M EM .7264 .6875 .541 -.8848 2.3376
IT 1.6055 .8174 .121 -.3103 3.5214
FACTOR2
EM IT -1.1755 .6704 .186 -2.7469 .3958
M -4.8560* .6554 .000 -6.3920 -3.3199
IT EM 1.1755 .6704 .186 -.3958 2.7469
M -3.6804* .7793 .000 -5.5069 -1.8540
Ml EM 4.8560* .6554 .000 3.3199 6.3920
IT 3.6804* .7793 .000 1.8540 5.5069

Table 5 details the findings of Post Hoc test. The mean difference was set at the 0.05
significance level. The data analysis displayed insignificant differences (P > .05) related to the
participants' university major for the factor 1 whereas significant differences were reported for the
factor 2 as supported by the descriptive analysis detailed in table 3 as well. There did not exist any
significant difference between EM and IT (P > .05) but significant differences were reported between
EM and M in favour of M and IT and M in favour of M (P < .05) for factor 2.
The MANOVA results (Table 4) reported no significant differences in the intrinsic motivation
of the participants along gender lines. Thus, the first null hypothesis is accepted. The MANOVA scores
for the extrinsic motivational orientations of female and male populations of the study (See Table 4)
rejected the second hypothesis of this study. The results of MANOVA for intrinsic motivation due to
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292
the participants' university major as reported in table 4 accepted the third hypothesis. Significant
differences were recorded (Table 4) for the participants' extrinsic motivational orientations based on
their university major (See Table 4). Therefore, the fourth hypothesis is rejected.


7. Discussion
The present study intended to identify Saudi undergraduates' preferred motivational orientations to
study English as a foreign language. It also attempted to investigate whether significant differences
existed based on their gender and university major. The major findings presented in Table 3 was that
Saudi undergraduates, represented by the three populations of this study (EM, IT & M), had higher
levels of extrinsic motivational orientations as compared to intrinsic orientations. This seems to
confirm the research finding that the students who are learning English in EFL contexts (e.g., the
Middle East, Asia, and Africa) are reported to have stronger extrinsic orientations as compared to the
English learners in the ESL context of America, Canada, Australia, etc. (Svanes, 1987). This finding
also revealed that the main objective of EFL learners is utilitarian because they have to study English
either to qualify for their major subjects of study or to achieve better job opportunities after finishing
their university degrees. Several studies conducted to investigate the motivational orientations of Arab
EFL learners (e.g., Rababah, 2003; Zughoul, 1987; Zughoul and Taminian, 1984; Salih, 1980) and
non-Arab English language learners (e.g., Lucas et al., 2010; Liu, 2010; Humphreys and Spratt, 2008;
Wu, 2004; Lai, 1999; Teweles, 1995; Berwick and Ross, 1989 etc.) in EFL contexts are in line with the
findings of this study that extrinsic motivational orientations are paramount for EFL learners whereas
the students learning English in ESL contexts predominantly bear intrinsic motivational orientations
(e.g., Noels et al., 1999; Svanes, 1987). The results of the this study indicated that Saudi
undergraduates have higher extrinsic motivational orientations but the participants have also assigned
higher values to the items eliciting their perceptions regarding intrinsic motivation as well. This finding
seems to confirm that language learning is a multidimensional process and EFL learners do not
necessarily have to be solely extrinsically or intrinsically motivated. Similarly, much research has
offered valuable insights into the fact that it is not realistic to declare EFL students as intrinsic or
extrinsic learners (Keblawi, 2006; Kimura, Nakata and Okumura, 2001; Noels et. al, 2000; Shaaban
and Ghaith, 2000; Oxford, 1994).
The data analysis presented in Table 4 has shown that gender does not have any significant
effect on intrinsic motivational orientations but it is significant for extrinsic orientations. While the
female participants of this study assigned higher values to both intrinsic and extrinsic motivational
orientations but the difference has been insignificant for intrinsic motivation. This result is in the same
direction as reported in the previous findings in the motivational studies, such as Shaaban and Ghaith
(2000) who investigated 180 university-bound Lebanese EFL learners and pointed out that the female
cohort of his study was more motivated as compared to their male counterparts. The study of Schmidt
et al. (1996) also reported that gender played a significant role in the attitudes of Egyptian EFL learners
and stated that Egyptian females had higher intrinsic motivation towards learning English as compared
to their male counterparts. The same trend has been endorsed by several other studies as well and it is
maintained that female students are more motivated and willing to learn English (Sung and Padilla,
1998; Karsenti and Thibert, 1994; Zammit, 1993; Oxford and Nyikos, 1989). The findings of this study
are also supported by Semmar (2006) who conducted his study with Emirati students and revealed that
the female participants preferred all three motivational orientations (extrinsic orientation, intrinsic
orientation, and motivational strength) as compared to the male participants of the study. Wong (2010)
conducted his study in the EFL context of Hong Kong and found out that the females have stronger
intrinsic motivation than their male counterparts. Despite the fact that there seems an agreement on the
females' higher motivation for learning English as a foreign language, research has reported several
contradictory voices as well. For example, Suleiman (1993) has stated that female Arab students have
negative motivational orientations towards learning English as a foreign language. It is also reported
European Journal of Social Sciences Volume 27, Number 2 (2012)
293
that differences along gender lines are marginal (Coleman, 1995). Kimura et al. (2001) conducted their
study in the EFL context of Japan and concluded that gender's role was significant only towards one
factor (teacher-centered lectures) whereas no differences were reported for other five factors (Intrinsic-
Instrumental- Integrative Motive, Extrinsic-Instrumental Motive, Influence of Good Teachers,
Language Use Anxiety, and Negative Learning Experiences). Although the general picture as reported
in Table 4 was that there is gender-related significant difference in the extrinsic motivational
orientations in favour of females, yet there are several interesting sub-findings are also evident in the
data presented in Table 3. It was revealed that among the three groups of participants of the study IT
and M female students have higher intrinsic as well as extrinsic motivational orientations, but EM
cohort reported the opposite trend and EM male are having higher intrinsic as well as extrinsic
motivation to learn English. One interpretation of the higher motivation among EM male cohort of this
study might be the fact that the facilities of Higher Education multiplied during the past few years and
the number of university graduates passing out each year has also increased substantially; and
consequently created a lot of competition for securing jobs and scholarships for Higher Education. This
academic pressure might be a factor in enhancing the motivation among EM male Saudi
undergraduates in this respect. There seems a need to investigate this particular area through further
research to identify the real cause behind this unexpected finding.
The last research question was to identify the effect of participants' university major on their
motivational orientations. MANOVA results as represented in Tables 3 and 5 clearly indicated that the
participants of this study did not exhibit any major differences as far as their perception towards
intrinsic motivation was concerned. However, significant differences were reported for the extrinsic
factor. The mutual differences of EM and IT were not significant though IT cohort showed
comparatively higher extrinsic motivation to learn English. With regard to the general expectations, M
cohort exhibited significantly higher extrinsic motivation as compared to the other two populations,
i.e., EM and IT. This seems to justify the overall impression that generally medical students have
higher level of motivation to learn English language due to the fact that only the students with the
highest GPA are admitted in the medical colleges of the KSA. Furthermore, the medical
undergraduates know that they need high proficiency in the English language to continue their future
studies. These factors seem to contribute significantly in maintaining high motivational level among
the Arab medical undergraduates. These findings somewhat contradicted the study of Shaaban and
Ghaith (2000) which indicated that the university major do not have any significant effect on English
language learning motivation of Lebanese undergraduates.


8. Conclusions and Recommendations
This study attempted to investigate Saudi undergraduates' motivational orientations for learning
English as a foreign language and to identify whether or not any statistically significant differences
existed due to the participants' gender and university major. It was found out that Saudi undergraduates
bear stronger extrinsic motivational orientations along with high preference for the intrinsic
orientations as well. This answers the first question of this study. In relation to the second and third
research questions set for this study, the data analysis confirmed significant gender and university
major based differences for the extrinsic motivation of the participants. As expected female cohort of
this study majoring in medicine and information technology were more positive towards extrinsic as
well as intrinsic motivational orientations as compared to their male counterparts. However, English-
major participants of this study did not follow this trend, i.e., the males were found more motivated in
their extrinsic and intrinsic orientations. Confirming the general perception, the medical students were
reported to have the highest level of motivation among the participants of this study.
The above-mentioned findings presented by this study have both micro implications related to
in-class teaching/learning process and macro implications related to material development, material
adaptation, departmental language policy, etc. Furthermore, the findings are also important to research
European Journal of Social Sciences Volume 27, Number 2 (2012)
294
related to motivational variables in EFL contexts. It is recommended that though specific assumptions
prevail based on the previous research conducted on EFL motivational orientations, these assumptions
cannot be generalised for all contexts. Each academic context is specific; therefore, it is essential to
investigate the indigenous dynamics considering different pedagogical variables and questions to reach
relevant and context-specific findings to ensure effective and efficient EFL pedagogy. Considering the
findings of this study that Saudi undergraduates are mainly extrinsically motivated with a strong
intrinsic inclination as well, it is advised that the teaching faculty should inculcate a variety of
activities to cater for the diverse needs of these specific learners. It will be highly beneficial to keep
their classes focused and well-directed to address to the extrinsic needs of their students but it is also
extremely important to provide the learners with a relaxed and enjoyable atmosphere in the class to
keep the learners' extrinsic as well as intrinsic motivational level high. Failing to maintain this balance
might adversely affect their motivation level and consequently it will become difficult to maintain their
positive attitudes toward learning English as a foreign language. It is also of great value to encourage
all the teaching faculty of the department to share the findings of such studies so that they all work like
a team to achieve the shared objectives of the department.
Considering the main objective of ELCs and English departments, it is essential to impart
quality EFL teaching facilities to the students majoring in different subjects at the universities and to
prepare them to perform well in their respective subjects. Also identifying the specific EFL needs of
these students to implement a comprehensive EFL policy is of paramount importance. As the findings
suggested that the major objective of Saudi undergraduates is to learn English mainly for utilitarian and
academic purposes; thus, the English curriculum should include English for Academic Purposes (EAP)
instead of English for General Purposes (EGP). It is highly recommended that custom-made teaching
materials should be tailored to suit the students' academic and personal expectations for learning
English as foreign language. It was also revealed that the students have definite reasons and
motivational orientations to learn English that cannot be understood without having frank and candid
interaction with the students in this regard. Therefore, it is recommended that English language
teachers should attempt to maintain this interaction to identify their students' learning motivations so
that appropriate and suitable classroom activities may be employed to ensure maximum and sustained
learning. As it was reported that high motivation and positive attitude enhance language learning
possibilities, therefore, the language teachers are advised to share their language learning goals with
the students and try to incorporate some fun and pleasure in their language classes so that the learners'
extrinsic as well as intrinsic motivations are kept high and intact to save them from losing their interest
in the learning process.
In terms of gender and university major variables, the present study findings are limited to the
context of the current study and should not be overestimated by generalizing them to other academic
settings without conducting further investigation of the particular context. Although, this study has
considered two important variables of the participants, i.e., gender and university major, the role of
several other variables, such as learners' language proficiency, duration of study, cultural background,
mother tongue, etc., is also important in shaping learners' motivational orientations and they could also
be examined to enrich this research area. Therefore, further research is imperative to understand this
complicated construct in a better and more comprehensive manner.


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Appendix # 1
QUESTIONNAIRE
I- PERSONAL
Name: College:
Mobile: Email:

II- Circle the most appropriate choice.
The researchers want to find out what motivates you in learning English language. Read the
statements carefully and circle the most appropriate answer according to the following scale:

I want to learn English, because
Strongly
disagree
Disagree Neutral Agree
Strongly
agree
1 I like English language. 1 2 3 4 5
2 learning English is an enjoyable experience. 1 2 3 4 5
3 English can help me to understand Western culture. 1 2 3 4 5
4
English can help me to understand native speakers of
English.
1 2 3 4 5
5 English can help me to appreciate English literature. 1 2 3 4 5
6
English can help me to appreciate English films and
talk shows.
1 2 3 4 5
7 English can help me to appreciate English music. 1 2 3 4 5
8 English can help me to understand sports channels. 1 2 3 4 5
9 English can broaden my vision and outlook. 1 2 3 4 5
10 English can make me more confident. 1 2 3 4 5
11 learning English can offer a new challenge in my life. 1 2 3 4 5
12 English can increase my social prestige. 1 2 3 4 5
13 Learning English will please my parents. 1 2 3 4 5
14 my teachers will respect me more. 1 2 3 4 5
15 my friends will respect me more. 1 2 3 4 5
16 English is an international language. 1 2 3 4 5
European Journal of Social Sciences Volume 27, Number 2 (2012)
299
17 English is a university requirement. 1 2 3 4 5
18 English is the language of instruction at my college. 1 2 3 4 5
19
English can help me to score more marks in the
examinations.
1 2 3 4 5
20
English can help me to participate effectively in
classroom activities.
1 2 3 4 5
21
English can help me to communicate effectively with
my teachers.
1 2 3 4 5
22 English can help me to study my textbooks effectively. 1 2 3 4 5
23 English can help me to read reference material. 1 2 3 4 5
24 English can help me to get a good job. 1 2 3 4 5
25 English can help me to get better salary. 1 2 3 4 5
26
English can help me to use the internet for educational
purposes.
1 2 3 4 5
27
English can help me to talk with native speakers of
English for educational purposes.
1 2 3 4 5
28
English can help me to know more people from
different parts of the world.
1 2 3 4 5
28
English can help me to keep in touch with foreign
friends and acquaintances.
1 2 3 4 5
30 English can help me in my travel to other countries. 1 2 3 4 5
1 = strongly disagree 2 = disagree 3 = neutral 4 = agree 5 = strongly agree.

Thank you very much

Appendix # 2
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European Journal of Social Sciences Volume 27, Number 2 (2012)
300
5 4 3 2 1 -'-- -' - - _' ' ' ' - 19
5 4 3 2 1 ' ' - -- -'' ''- '- _' ' 20
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