CORRELATION OF L2 MOTIVATION FACTORS WITH SAUDI EFL UNDERGRADUATE UNIVERSITY LEARNERS’ INTENDED EFFORT IN LEARNING L2

Abstract

This mixed-method study explores factors involving L2 motivation of non-English major Saudi EFL learners and the correlation of these motivating factors with their intended effort to develop English as a second language. Using Dörnyei's L2 Motivational Self System (L2MSS), it draws on the perspectives of 129 randomly selected participants, collected using a close-ended questionnaire-based survey and semi-structured interviews with five randomly sampled participants from the survey pool. The findings reveal that the Ideal L2 Self and Attitude to Learning/Language Learning Experience emerged as the strongest motivating factors. These two constructs were also significantly correlated with learners’ intended effort to learn L2. Conversely, the Ought-to L2 Self, the second principal component of L2MSS, emerged as the least significant motivating factor and appeared to have a weak correlation with intended effort. The study suggests that if teachers use appropriate motivational strategies to enhance learners’ Ideal L2 Self-image, they can significantly contribute to the process of L2 learning.