The Role of Motivation and Gender in English Language Learning for Saudi Students

There are a variety of factors that affect the English language learning process such as motivation and gender. The present study highlights the importance of motivation and gender in the English language learning process. This study follows a mixed-method approach; qualitative and quantitative data were collected and analyzed. Qualitative data were collected through a self-determined motivation questionnaire and a self-assessment chart from fifteen male and fifteen female Saudi students. The participants were all studying English in the United States to continue their university-level education. Data were analyzed co-relationally, using statistics and descriptions, quantitatively. The results have revealed interesting findings, as the female participants tend to demonstrate more motivation towards learning the English language, further highlighting that participants of different genders had different perspectives about learning the English language. The conclusions, implications, and recommendations of this study provide a foundation for future investigations into the English language learners’ motivation in Saudi Arabia and other similar settings, with the goal of identifying variances in students’ orientations.


Introduction
The English language is the most widespread language in the world. English language learning is prevalent in all domains of Saudi Arabian education (Daif-Allah & Aljumah, 2020;Saaty, 2018). For instance, English is used to fulfill university requirements and to increase job opportunities (Nduwimana, 2019;Khalid, 2016). Learning a second/foreign language is a complex process. Several factors affect the English language learning process, including biological and psychological variables (Ranjan & Philominraj, 2020). Motivation and gender are significant factors in learning a language. Understanding the language learner's motivation and its relation to gender helps language instructors to better scaffold the course content and help their students in the learning process. Therefore, learners' motivation should be investigated to assess the relationship between learners' motives and how they meet their goals in the learning process.
It is been argued that motivation is neglected educationally in designing instruction (Khalid, 2016). Additionally, teachers should understand their students' goals for learning and work hard to meet these goals. Education must focus on the learner whose motivation should be considered an integral part of learning. The focus on motivation in language learning has become a critical component in language development since it influences language competency and aids learners in achieving their objectives (Ali & Bin-Hady, 2019). Besides, in educational research, gender differences seem to have a significant impact on students' motivation for English language learning. Therefore, gender differences should be taken into consideration when designing English language learning courses.
Today, in Saudi Arabia, there has been a noticeable change in attitudes towards learning English within the field of English foreign/second language learning and teaching. Over the past ten years, there has been a stronger emphasis on students and learning rather than on teachers and teaching (Mohammed, 2015). Students' needs, interests, attitudes, and motivation have become major considerations in educational policies and practices. Therefore, in any curriculum planning, design, and development, students have become the center of attention. Listening to students' voices is increasingly being advocated by researchers to better consider, understand, and enhance students' motivation (Sengkey, 2018;Loganathan et al., 2016).
Furthermore, many studies in the context of second language learning showed that females are generally more motivated than males (e.g., Dornyei, Csizer, & Nemeth, 2006;Mori & Gobel, 2006;Baker & MacIntyre, 2000). For instance, Kang (2000) reported that female learners proved to have higher integrative orientations than male learners. In addition, Kissau (2006) found that female students of French seemed to have more enthusiasm than males. The results reported that while most female students wanted to be fluent in French, male students generally wished to drop their French studies. Therefore, aspects of gender differences related to motivation are evident in some research. However, motivation is not a fixed factor in second language acquisition. Female superiority cannot be generalized to all language learning settings. In Chung and Huang's study (2010), the data collected showed that most of the participants found learning English to be both useful and exciting. Most of these Taiwanese students enjoyed learning English through games, and they liked being praised with words and grades. Gender did not make any significant difference in this study. Rather, all the students liked learning English because they liked receiving compliments and encouragement from their parents and teachers. Boys and girls alike were motivated.

Motivation and Language Learning
As mentioned earlier, factors influencing the language learning process can be varied, except when looking at motivation. Motivation is considered to be an important factor that determines the success of learning (Deci & Ryan, 1985;Dörnyei, 2011). Motivation can be defined in a few different ways. First, it is defined as "what moves a person to make certain choices, to engage in action, to expend effort and persist in action" (Dörnyei & Ushioda, 2021, p. 3). It can also be defined as the force to create and sustain intentions and goal-seeking acts (Ames & Ames, 1989). According to Woolfolk (1998, as cited in Rehman, Bilal, Sheikh, Bibi, & Nawaz, 2014, motivation is "an internal state that arouses, directs and maintains behavior" (p. 372). Finally, it can be defined as "an internal process that activates, guides and maintains behavior over time" (Salvin, 2001, p. 345, as cited in Rehman et al., 2014. Motivation is important in the language learning process as it "determines the extent of the learner's active involvement and attitude toward learning" (Ngeow, 1998, p. 1). Moreover, Gardner (1985) identifies motivation as the most influential factor in learning a new language. He emphasizes that to truly learn a language, individuals must find the learning environment rewarding to be motivated to learn the target language.
Many studies (e.g., Aldosari, 2014;Daif-Allah & Aljumah, 2020;Javid et al., 2012) investigated the effects of intrinsic and extrinsic types of motivation and their relation to gender in learning. None of these studies examine Saudi students and the difference between males and females when studying English in the United States to continue their university-level education there. Nonetheless, many educational theories can be involved when referring to motivation in language learning. For this study's purpose, the researcher selected the Self-Determination Theory to examine the connection between motivation and gender in the English language learning process.

Motivation and Self-Determination Theory (SDT)
Self-Determination Theory (SDT) is a meta-theory of motivation that offers a broad framework for many studies on human motivation and personality (Table 1) (Deci & Ryan, 1985;, 2002. Self-Determination Theory defines intrinsic and varied extrinsic sources of motivation and explains the roles of intrinsic and types of extrinsic motivation in cognitive and social developments and individual discrepancies (Deci ijel.ccsenet.org International Journal of English Linguistics Vol. 12, No. 3;& Ryan, 1985. For example, students who are externally motivated do their homework because they fear bad grades or being reprimanded in class. Students who have introjected motivation want to please their teachers or parents or avoid shame. Also, students who have identified motivation want to excel in their classes and use what they are studying in their future careers. Students who have integrated motivation enjoy the subject and want to learn it as well as they can. Therefore, the Self-Determination Theory is an attempt to explain the interaction between the extrinsic forces acting on persons and the intrinsic motives and desires inherent in human personality (Deci & Ryan, 1985;. As Ryan and Deci (2000) propose, "To be self-determined is to endorse one's actions at the highest level of reflection." Psychologists Edward L. Deci and Richard M. Ryan (1985) developed the Self-Determination Theory. They suggest that to foster successful learning, it is important to focus on active and autonomous forms of extrinsic motivation, such as praise and punishment. This theory is based on the relationship between extrinsic and intrinsic motivation. Furthermore, the Self-Determination Theory posits that there are two main types of motivation: intrinsic and extrinsic. Both types are powerful forces in shaping who we are and how we behave (Deci & Ryan, 1985, 2008, 2002. In education, language learners are centrally concerned with motivation, which is what moves oneself or others to act. They are often motivated by external factors such as rewards, grades, evaluations, compliments, or fear of judgment from others (Daif-Allah & Aljumah, 2020). Generally, people are motivated from within, by interest, caring, and curiosity. These intrinsic motivations can involve passions, creativity, etc. For students, whether in K-12 or university, both extrinsic and intrinsic motivations are essential in the learning process (Aldosari, 2014;Javid et al., 2012). Among the positive extrinsic motivations are high grades, praise from teachers and parents, and respect from classmates (Daif-Allah, 2005). Among the negative extrinsic motivations are low grades, disregard from teachers, lecturing or punishment from parents, and ridicule from classmates. Intrinsic motivations may include satisfying one's ego, achieving higher self-esteem, or avoiding guilt. On the higher levels, students may consider the task to be personally important or even part of their sense of self.
There are several levels of extrinsic motivation that represent the degree to which the behavior has been integrated into the individual's self-perception (Deci & Ryan, 1985;. The first level is external regulation, in which motivation is exclusively external and regulated by control, obedience, conformity, and external rewards and punishments. The next is introjected regulation, in which the motivation is somewhat external and is driven by self-control, competition, and internal rewards and punishments (such as pride, shame, guilt). The third is identified regulation, the motivation is somewhat internal and based on conscious personal values that are important to the individual. The final level in extrinsic motivation is integrated regulation, in which intrinsic sources, beliefs, and desires guide an individual's behavior to be self-aware.
The right end of the continuum displays intrinsic motivation where an individual is entirely motivated by intrinsic sources. In intrinsic regulation, individuals are self-motivated, self-determined, and driven by pleasure, fun, interest, enjoyment, and the satisfaction that comes from the behavior or activity they are involved in. From the aforementioned, it is clear that as individuals progress along this continuum, their motivation becomes less controlled and more self-determined . Table 1. Motivation types

Extrinsic Motivation Intrinsic Motivation External regulation Introjected regulation Identified regulation Integrated regulation Knowledge Accomplishment Stimulation External
• control • rewards • obedience • punishments Focus on approval: • competition • internal rewards and punishments (pride, shame, guilt) High perceived:

Participants and Setting
The participants in this study were fifteen male students and fifteen female students. Their ages ranged from 20 to 29. They were selected randomly. They were all located in the United States to continue their education both in undergraduate and graduate studies. All were Saudi citizens and native speakers of Arabic who were studying English as a second language at a private American University in Pennsylvania. They were all at different levels of English-speaking proficiency. Being born in Saudi Arabia, these students were raised speaking Arabic, with varying degrees of exposure to the English language. Several students studied at government schools, where they started to learn English in the sixth grade, while a few studied at private schools, where they learned English along with Arabic. Additionally, some of the participants went to English Language Institutes in Saudi Arabia. By this time, all of the participants were proficient in their English-speaking abilities.
In the United States, Saudi students are a small minority, as a result, they are obliged to learn how to speak proficient English and establish linguistic and cultural awareness in that language. They are all learning the language in order to continue their education in the United States, where English is the dominant language.

Research Questions
This study investigates how motivation influences students' ability to learn to speak proper English and motivation's relation to gender, specifically in the differences between male and female Saudi students. The following research questions were proposed: • Are there any significant differences between how Saudi male and female students learn to speak English proficiently?
• Are there any significant differences between Saudi male and female students in their motivation to increase their speaking proficiency levels?
• What motivates Saudi students to learn to speak English as a second language?

Instruments
Each participant filled out a self-determined motivation questionnaire (Appendix A) and a self-assessment chart (Appendix B), electronically, to measure how gender affects students' motivation to learn English as a second language, particularly in speaking. This questionnaire is composed of 16 questions and one open-ended question. Items were answered on a 1−7 scale, to rank how important each sentence is in describing students' motivation to learn to speak English. A ranking of 1, meaning "Not true at all" to 7, meaning "Very true". The self-assessment chart consists of 3 sentences that were answered on a scale of 1 to 5. The sentences measure the participants' own English professionalism in speaking according to different scenarios. The self-determined motivation questionnaire was given to collect data about how students can be motivated differently. The self-assessment chart aimed to collect information about the individual's ability to speak English.

Pilot Test
Six Saudi students studying English at an English language institute were asked to complete the questionnaire to examine its feasibility and efficiency. This pilot test was conducted to eliminate any unforeseen issues and to detect any potential errors. It also assesses the questionnaire's comprehension as well as its level of difficulty.

Data Collection and Analysis
This study followed a mixed-method approach; qualitative and quantitative data were collected and analyzed. Qualitative data were collected through a self-determined motivation questionnaire and a self-assessment chart. Then, data were analyzed co-relationally, using statistics and descriptions, quantitatively. Both instruments were given in person to each participant with no time constraints.

Discussion and Results
The results of the present investigative research reveal significant findings. This study builds upon current research studies of motivation and gender as they affect English language learning in various educational settings. To discover which factors influence students' learning outcomes regarding speaking English learning, it is necessary to understand each student's differences. Motivation and gender are key factors in learning second/foreign languages. The reported findings view motivation and its relation to gender as a sociocultural construct and relate them both to the attainment of second/foreign language learning. In the processes of second/foreign language attainment, it can be helpful to acknowledge the effect of gender on motivation and to educate second/foreign language teachers and learners about how sociocultural norms and regulations may affect their students' learning process.
In English language learning settings, it is necessary to develop second/foreign language teachers' awareness of sociopsychological elements, especially motivation and gender-based perspectives. Teachers must consider students' language learning motivations in different learning settings. For example, Cabral's (2005) study revealed that students enjoyed getting the attention of their instructor and classmates in EFL classes and liked to be asked to participate in activities, games, and role-playing. It was clear that these students had better attitudes and vation vation les and females are highly con nities and get a th English spea peakers than fe oth males and ore concerned es liked speakin s to attain nativ t. Also, female Vol. 12,No. 3; s. The males sc ncerned about a respectable c akers than fem emales. the target l All in all, m

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lear that gende on practices, a has found, "… aligappa, 2010 y writing that way to other p eakers and is in nts were conc sh to have a bri the female par o learn new th s that motivatin ed phenomeno 47% Self-as Moreover, the findings support previous research regarding females' higher performance in different second language skills in diverse second language learning settings. Also, females showed greater integrative motivations and more positive attitudes toward second language learning than males (Kang, 2000;Kissau, 2006;Mori & Gobel, 2006;Shaban & Ghaith, 2000). In contrast, some research studies did not report any gender differences in motivation. For instance, Wang and Liao's (2011) study found that motivation is a major factor in learning a second language in Taiwan, but gender is not as important. In their study, gender was not a positive predicate.
Further, the majority of the participants seem to be comfortable functioning and interacting in the target language. Most of the participants scored high in the question, which asked if one of the reasons they wanted to learn how to speak English was to be friends with English-speaking people. They all were very concerned about attaining the highest proficiency in speaking English because they liked being able to speak like native speakers and wanted to interact with native English speakers, too. Therefore, students' motivation toward the target language and culture was seen as an important factor or an impediment to language learning. Nonetheless, some students wanted to be accepted as language students within native speaker groups.

Limitations, Further Research, and Implications
This study addressed only a limited number of Saudi students as well as a limited number of learner variables, as they are related to success in English speaking proficiency. It set out limited relationships between motivation and gender to second/foreign language learning and proficiency. The results revealed differing degrees and types of motivations for Saudi male and female students for attaining higher English-speaking proficiency. These relationships, however, could have been caused by other affective factors such as age or university majors that were not examined in this study.
Also, this study suggests several theoretical implications regarding motivation and gender for verbal interaction with native English speakers. Data indicated that external, introjected, identificational, and integrative motivation were significantly different predictors of extrinsic motivation towards English speaking for each of the genders. The conclusions of this present study provide a platform for future investigations into the English language learners' motivation in Saudi Arabia and in similar settings to find out differences in students' orientations.
There are considerably many other factors that influence motivation in learning English as a second/foreign language. The inquiry into such factors can be recommended for further research studies. There are some variables such as socioeconomic status, personality traits, age, attitudes, aptitude, exposure to the new language, studying major, learner's first language, learning styles, and other variables that have significant effects on motivation in learning English as a second/foreign language.
The current study's findings, conclusions, and implications provide a foundation for future research. This could include: a. Replicating the study in Saudi Arabia or similar settings in Arabic-speaking countries to explore changes in students' orientations.
b. Investigating how motivation affects English language proficiency.
c. Conducting a longitudinal study with a larger number of students to investigate how motivation, gender, and other individual variables can affect learning a second/foreign language.
d. Examining instructors' motivation for teaching English as well as the different styles of instruction they utilize in classrooms to demonstrate the link between motivation, gender, and other factors.
e. Studying more in-depth mixed method and qualitative studies to determine the true causes of male and female students' demotivation to study English, which includes both social and educational factors.
f. Suggesting practical techniques for promoting male and female students' motivation to learn English from both students' and teachers' perspectives.
Despite the limited scope of this study, some pedagogical implications can be traced. The study has proved that Saudi students, both males and females, showed positive motivation to learn English as a second/foreign language, highlighted the value of studying English, and explained their goals. The results of this study could be used for instructional purposes as well as curriculum design. In light of the results of the present study, it is also recommended that educators should put students' motivations and goals into consideration when designing courses. Therefore, aspects such as courses design, teaching methods, teachers' roles, and assessment tools should all focus on encouraging learners to achieve their goals in learning English based on their own motivations.