ArticleJournal of psycholinguistic research2026
Motivational Factors Influencing English Language Learning Among Saudi EFL Students: A Structural Equation Model of Internal Relationships.
Article in Journal of psycholinguistic research, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
This study investigates the role of key motivational factors and their interrelationships in shaping English language learning among Saudi EFL students. A quantitative correlational research design was employed to develop and test a structural model that included six main factors: Career Economic Need, Communicative-Affiliative Need, Self-Efficacy, Self-Satisfaction with Learning, Need for Cultural Integration, and Need for Cultural Understanding. 410 university EFL students participated in the study, selected using stratified random sampling. Data were collected using the 'Foreign Language Learning Motivation Questionnaire', which was validated through exploratory and confirmatory factor analyses. Structural equation modelling was used to examine the hypothesised relationships. The results revealed significant direct effects of Career Economic Need on Communicative-Affiliative Need, and of Communicative-Affiliative Need on both Self-Efficacy and Need for Cultural Integration. An indirect effect was also found from Communicative-Affiliative Need to Self-Satisfaction with Learning, mediated by Self-Efficacy. However, no significant direct effect was observed between Need for Cultural Integration and Need for Cultural Understanding, nor was there an indirect effect of Communicative-Affiliative Need on Cultural Integration mediated by Self-Satisfaction with Learning. These findings suggest that aligning language instruction with career-oriented goals, encouraging meaningful communicative experiences, and supporting learners' self-efficacy may foster greater satisfaction and engagement. This model contributes to a deeper understanding of how context-specific motivational factors interact, offering a more targeted framework for EFL motivation research in Saudi Arabia. The study provides practical implications for designing instructional strategies responsive to the motivational profiles of Saudi EFL learners.
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