Student Motivation Towards Learning English as a Second language (L2) in Selected Schools in Abu Dhabi: Students’ Perceptions and Teachers’ Roles

Abstract

This research targets to examine high school students’ perceptions of motivation in learning English as a second language (ESL) in Grades 10,11, and 12. The research also targets to examine demographic variations including age, gender, and proficiency levels in these perceptions, and explore both educators’ and students’ perspectives on motivation in English second language instruction and learning. To achieve the mentioned objectives, the research employs an explanatory sequential mixed-methods approach, incorporating both quantitative and qualitative methods. In the quantitative phase, 323 student participants have participated in the online questionnaire. The qualitative phase included 13 semi-structured interviews with students, and 8 interviews with teachers. Quantitative data were analysed in the Statistical Package for the Social Sciences (SPSS, version 27), employing descriptive statistics, Independent Samples T-Test for gender differences, and One-Way-ANOVA for grade differences with Games-Howell post-hoc comparisons. Cronbach's alpha was employed to assess reliability. Qualitative data were thematically analysed in MAXQDA, with member checking conducted after the interviews to enhance credibility. The findings revealed substantial motivational differences across different grade levels, with the highest motivational levels were observed among Grade 12 responses who showed high awareness about the value of English for their personal goals and future careers. On the other hand, affective factors were almost equal across all of the participating grade levels. In addition, the findings demonstrated that teachers’ constructive feedback, supportive learning environment, digital learning tools, and real-life strategies, affect students’ motivation positively. The overall conclusion from the integrated findings emphasised the significance of the supportive learning environment along with the use of instructional strategies suitable for each grade level in order to promote both instrumental and integrative motivation for learning English. Moreover, the researcher suggests many recommendations for key stakeholders involving educators, researchers, policy makers, and curriculum designers to promote English teaching by implementing well-tested approaches. The study also suggests implications that hopefully can be useful for teaching approaches, educational policy, and future research.