A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

Ali, Jamal Kaid Mohammed; Bin-Hady, Wagdi Rashad Ali

doi:10.24093/awej/call5.19

Cited by 26 publications

(16 citation statements)

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“…This study corroborates several findings on motivation from previous studies in the Saudi context (Ali, 2019;Mohammed, 2015;Alrabai, 2014;Al-Qahtani,2013) which stressed the importance of identifying learners' goals for learning English. On the contrary to the findings of Salem (2006) and Obeidat (2005), which revealed no significant gender differences in overall motivation, the findings of this study showed highly significant motivation differences between male and female Saudi students in favor of females.…”

Section: Discussionsupporting

confidence: 91%

“…They found that those who do support an integrative approach to language study are usually more highly motivated and overall more successful in language learning. However, now the importance of instrumental motivation is also stressed (Zulfikar et al 2019;Nduwimana ,2019;Ali et al, 2019;Sengkey, 2018;Loganathan et al, 2016). Instrumental orientation, in this research, is seen to be more important than integrative orientation.…”

Section: Discussionmentioning

confidence: 99%

“…Accordingly, education must focus on the learner whose motivation should be considered as an integral part of learning. Ali et al, (2019) indicate that the concept of language learning motivation has become central to language learning for it is an important factors affecting language proficiency and it helps learners achieve their goals.…”

mentioning

confidence: 99%

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Differences in Motivation to Learning English among Saudi University Students

Daif-Allah¹,

Aljumah²

2020

ELT

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This paper analyzes and determines the various orientations of 247 Saudi male and female university students for learning English. The descriptive and correlational approaches were used to investigate the participants’ motivations. The researchers adapted questionnaires available from the literature to quantitatively collect data. The results show that university students are highly motivated to learning English and therefore, it suggests that motivation is an important variable that shapes learners' idea about foreign language learning. The results also show that students of different gender and majors had different perspectives about English learning. The conclusions, and recommendations of the present study provide platform for future investigations into EFL learners’ motivation in other areas of Saudi Arabia or in similar settings in Arabic speaking countries to find out differences in students' orientations.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

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Differences in Motivation to Learning English among Saudi University Students

Daif-Allah¹,

Aljumah²

2020

ELT

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“…Very few studies have examined the role of technology in enhancing Saudi learners' L2 motivation. The findings of a study by Ali and Bin-Hady (2019) revealed that learning English through WhatsApp had a positive influence on students' attitudes, anxiety, and motivation.…”

Section: Research On L2 Motivationmentioning

confidence: 99%

The Notion of Emotion in EFL Learning and Teaching in Saudi Arabia: A Critical Review of 20 Years of Research

Alrabai¹

2020

AWEJ

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This paper provides a broad critical review of the research that examined the emotional factors such as learners’ attitudes, motivation, language anxiety, autonomy, and self-esteem in the context of learning English as a foreign language (EFL) in Saudi Arabia over a period of 20 years (2000-2020). The aim of this critical review is to answer some questions relating to identifying the most common themes of research efforts in this area, the strengths, and weaknesses among it; and to explain how such efforts have contributed to the development of English language learning/teaching within the Saudi context. The study is significant in that the findings identified some issues with thematic orientation in Saudi EFL emotion research—particularly regarding under- and over-explored topics due to an element of randomness in how research topics related to EFL emotions are often selected and explored, with some topic areas receiving excessive attention and others receiving little or no attention. Some issues related to research design and methodology were also acknowledged and assessed. The study suggests that it is useful to develop ways to coordinate and streamline future research on EFL emotions in Saudi Arabia and to work towards developing new research protocols that investigate the practicalities of language learning emotions in real learning situations.

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“…Technology changed the learning situations altogether, and the Saudi EFL context is no exception. Many studies have examined the impact of technology on English language learning in the Saudi context in formal learning (Al Zumor, Al Refaai, Bader Eddin & Aziz Al-Rahman, 2013;Ali, 2017;Ali & Bin-Hady, 2019;Ja'ashan, 2015). Some other studies looked into formal digital learning of English vocabulary (FDLEV), e.g.…”

Section: Introductionmentioning

confidence: 99%

Informal Digital Learning of English Vocabulary: Saudi EFL Learners’ Attitudes and Practices

Mohammed¹,

Ali²

2021

AWEJ

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Because of the widespread use of digital technology, many EFL students access various types of technologies that help them acquire English vocabulary beyond formal classroom learning. This paper aims to explore Saudi EFL learners’ attitudes towards informal digital learning of English vocabulary (IDLEV) outside the academic requirements as well as their practices of IDLEV beyond the classroom. To answer the research questions of the study, the researchers recruited 80 Saudi EFL students from the University of Bisha, Saudi Arabia, to respond to a self-reported questionnaire. The study found that Saudi EFL students have positive attitudes towards informal digital learning of English in improving their vocabulary. Results also reveal that the participants tend to use different technologies to learn English vocabulary in informal settings. The study found that receptive activities are more commonly used than the productive activities. The study found a significant correlation between learners’ attitudes and practices. The implications of the study and recommendations were presented accordingly.

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A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

Cited by 26 publications

References 0 publications

Differences in Motivation to Learning English among Saudi University Students

Differences in Motivation to Learning English among Saudi University Students

The Notion of Emotion in EFL Learning and Teaching in Saudi Arabia: A Critical Review of 20 Years of Research

Informal Digital Learning of English Vocabulary: Saudi EFL Learners’ Attitudes and Practices

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