An Investigation Into the Relationship Between Saudi College EFL Learners’ Motivational Orientations, Learning Autonomy, and Achievement
DOI:
https://doi.org/10.17507/tpls.1409.25Keywords:
motivational orientations, learning autonomy, achievement, Saudi college EFL learnersAbstract
Using the Self Determination Theory (SDT) and the L2 Motivation Self System (L2MSS) as referential framework, this study aimed to explore Saudi college EFL learners’ motivation and autonomy in terms of dominant motivational orientations, differences between intrinsic and extrinsic motivation, and between ideal and ought-to L2 selves, the level of learning autonomy, and gender differences in motivation and learning autonomy. It also aimed to identify whether motivation predicted learners’ autonomy. A further aim was to identify whether motivation and autonomy predicted learners’ achievement. Using a 24-item questionnaire, data was collected from 169 learners on their motivational orientations and autonomy. Statistical analysis revealed that the learners’ ideal L2 self ranked first followed by intrinsic motivation, extrinsic motivation, and ought-to L2 self. Significant differences were found between learners’ self-determined/internalized motivation and external motivation in favor of the self-determined/internalized motivation. Learners’ autonomy was found to be high and no gender differences were found in learners’ motivation or autonomy. Intrinsic motivation and ideal L2 self were found to be the best predictors of learners’ autonomy. Of all motivational orientations and learning autonomy, learning autonomy, ideal L2 self and intrinsic motivation explained 47% of variance in learners’ achievement. In brief, learners’ self-determined/internalized motivation affected their autonomy most strongly, and both autonomy and self-determined/internalized motivation accounted for a sizeable proportion of their achievement.
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