Volume 2, Issue 1  April 2019, pp. 1-16          Download PDF

Regular Articles
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia

Aser Nazzal K. Altalib https://orcid.org/0000-0003-1555-31881

1 The Australian National University (ANU), and Jouf University, Sakaka, Al Jouf, Saudi Arabia aaltalib@ju.edu.sa

DOI: https://doi.org/10.29140/ajal.v2n1.113


Abstract

This paper investigates the L2 motivation of Saudi university students in ESP (English for Specific Purposes) and EGP (English for General Purposes) courses. One of the common arguments about ESP courses suggests that they are more likely to generate higher levels of motivation than other types of English courses (i.e., EGP courses). Some scholars (e.g., Basturkmen, 2010; Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987) hold this view, asserting that ESP courses are more relevant to learners' needs and interests, which increases their motivation. However, none of these claims are based on empirical research; the present study aims to fill this gap. Using Dörnyei's (2005, 2009) L2 Motivational Self System, 4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online survey. The analysis showed a significant relationship between learners' motivation and their attended English course. The ESP group had higher ideal L2 selves and more positive attitudes towards the L2 learning experience than the EGP group, whereas the ought-to L2 selves were not significantly different. In addition, a multiple regression model was designed, and indicated that the two self-constructs had an impact on participants' L2 achievements, either positively or negatively.



Copyright

© Aser Nazzal K. Altalib

CC BY-NC 4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Altalib, A.N.K. (2019). L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia. Australian Journal of Applied Linguistics, 2(1), 1-16. https://doi.org/10.29140/ajal.v2n1.113


Related Articles:

Incorporating hypnotic suggestion into teacher education programs
Farshad Ghasemi
Australian Journal of Applied Linguistics Published: 31 December, 2019, Volume 2(3), pp. 83-103. Download PDF

What makes students speak Japanese in immersion programs?
Kumiko Katayama, Kayoko Hashimoto
Australian Journal of Applied Linguistics Published: 31 December, 2019, Volume 2(3), pp. 104-120. Download PDF

Voicing the academy
Davina Allison
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), pp. 102-117. Download PDF

Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), pp. 118-134. Download PDF

Incidental vocabulary learning through watching movies
Robert John Ashcroft, Joseph Garner, Oliver Hadingham
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), pp. 135-147. Download PDF

Note from the editor
Troy McConachy
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 101-101. Download PDF

The Council of Europe Reference Framework of Competences for Democratic Culture: Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 102-119. Download PDF

"I don't want to be stereotypical, but..." Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 120-141. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 83-99. Download PDF

Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 100-109. Download PDF