Dörnyei’s Ten Commandments Revisited: A Secondary Qualitative Analysis of Student Perceptions in the Saudi EFL Context

Abstract

The importance of motivation in English as a Foreign Language (EFL) learning is undeniable, but research in Saudi Arabia tends to focus on the views of teachers or numerical data, while little attention is given to the experience of learners. This paper is a secondary qualitative research on the perceptions of Saudi EFL learners of the Ten Commandments of Dörnyei, which combines the evidence of peer-reviewed studies, grey literature, and policy documents. Four significant dimensions of motivation are identified using thematic analysis: teacher modeling and interpersonal relationships, supportive classroom climate and learner confidence, learner autonomy and active participation, and meaningful learning and goal orientation. The discussion identifies the most relevant commandments in the student-centered approach: building constructive teacher-student interactions, establishing a conducive learning environment, enhancing the self-confidence of learners, and facilitating learner autonomy. Results show that teachers expressing supportive behavior, classrooms promoting emotional safety, task autonomy and linking English learning to personal and professional ambitions motivate learners. These lessons support the significance of culturally responsive, learner-oriented approaches to motivation in Saudi EFL settings and provide useful information to teachers aiming to improve interaction and long-term motivation.