Exploring Motivation and Engagement: Sociocultural Influences on Saudi Female EFL Learners

Abstract

The major theoretical works of Albert Bandura and Lev Vygotsky apply to this quantitative study on how female English as a Foreign Language (EFL) learners enrolled at a public university in Saudi Arabia respond to the sociocultural orientations influencing motivation and engagement in foreign language learning. By evaluating the peer-reviewed academic literature and accounting for evidence gaps in this research area, the study seeks to address how a small group comprised of the target population feels motivated and engaged with the EFL instructional content. The main results revealed that female EFL learners in Saudi Arabia prefer learning a second language in collaborative environments with peers. While these results provide empirical evidence that young women in Saudi Arabia have more opportunities to become proficient in L2 English and participate in the global economy, these results suggest that in Saudi Arabia, there are increasing opportunities for young learners to achieve proficiency in L2 English and engage in the global economy. Furthermore, the role of technological innovation in enhancing learner autonomy is noteworthy. Additionally, the prevailing sociocultural norms in Saudi Arabia influence the skill sets acquired by EFL learners. Future studies on how female EFL learners in Saudi Arabia respond to constructive emotional and intellectual challenges will help researchers close evidence gaps. The future research implications of this study are such that ongoing progress is possible despite the limitations.

Keywords

• English as a Foreign Language
• female learners
• sociocultural orientations
• motivational strategies
• engagement
• Saudi Arabia