The Motivational Factors for Creating a Positive Environment for Learning English as a Foreign Language Among Intermediate Students in the Eastern Province

Abstract

This study explores the motivational factors that contribute to a positive learning environment for English as a Foreign Language (EFL) among intermediate students in the Eastern Province of Saudi Arabia. The research utilizes a cross-sectional survey administered to 245 male students from first to third grades of public schools in both urban and rural settings. The questionnaire, adapted from Holbah (2015) and based on Gardner’s socio-educational model and Self-Determination Theory, assesses five motivational dimensions: students' attitudes toward learning English, teacher motivation, family encouragement, school environment, and societal support. The findings reveal an overall high level of perceived motivation, with societal motivation being the most significant factor. Notably, urban students report higher levels of motivation across all dimensions compared to their rural counterparts. Significant differences in motivation are observed based on academic achievement, with higher-achieving students perceiving more support from teachers, families, and the school environment. The study also highlights the need for tailored interventions in rural areas to foster a more supportive learning environment. The findings are aligned with the broader goals of Saudi Vision 2030, which emphasizes enhancing educational outcomes and aligning them with national development needs. The study concludes with practical recommendations to improve motivational support in EFL classrooms, focusing on both urban and rural educational contexts.