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Document Type |
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Thesis |
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Document Title |
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Autonomy and L2 Motivation of Female Saudi EFL students in Online Learning الاستقلالية وتحفيز اللغة الثانية لطالبات اللغة الإنجليزية كلغة أجنبية السعوديات في التعلم عبر الإنترنت |
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Subject |
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English Language Institute |
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Document Language |
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Arabic |
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Abstract |
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This study investigated Saudi EFL students’ L2 motivation based on the L2 Motivational Self System and learner autonomy in an online learning environment in the Saudi EFL context. It also attempts to explore the relationship between L2 motivation and autonomy in online learning environment in the Saudi EFL context during the global change of the educational systems and the shift from face-to-face learning to online learning due to COVID-19 pandemic.
The study adopted a mixed-methods approach by using a QUAN-qual method involving a questionnaire and semi-structed interviews for data collection. 440 female EFL secondary school students from the city of Madinah, Saudi Arabia participated in the quantitative phase. The questionnaire aimed to measure students’ L2 motivation in light of the L2 Motivational Self System, and students’ learner autonomy from the angle of responsibility, engagement in learning activities and ability from students’ perspective, and the relationship between learner autonomy and the ideal L2 self. Further semi-structured interviews were conducted with 7 female EFL secondary school students to provide a more in depth understanding of the relationship between autonomy and motivation in online learning. After the analysis of the data, it was revealed that more than half of students have ideal L2 self. Also, EFL learners consider themselves as autonomous learners in online learning. The results showed a significant relationship between L2 motivation and learner autonomy. The study recommends stakeholders to adopt new approaches that that focus on helping students to maximize their learner autonomy by promoting their future ideal L2 selves and enabling them to form and visualize their ideal l2 selves in virtual EFL classrooms. It also advises EFL teachers to raise students’ awareness of their learning needs and practices, feelings, and the relationship between L2 motivation and autonomy in virtual classrooms and to implement online learning platforms that ensure interactions between students and teachers and students themselves.
Keywords: EFL learners, learner autonomy, ideal L2 self, motivation, online learning, |
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Supervisor |
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Dr. Nashwa Saati |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1444 AH
2023 AD |
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Added Date |
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Thursday, April 27, 2023 |
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Researchers
| رحاب صلاح الردادي | Radadi, rehab Salah | Researcher | Master | |
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