Decoding the Relationship between CALL and Saudi EFL Students' Motivation: Insights from Self-Determination Theory

Abstract

By adopting a self-determination theoretic framework, this paper attempts to decode the relationship between computer-assisted language learning (CALL) and Saudi English as a Foreign Language (EFL) students' motivation. In doing so, the paper employs a mixed-methods approach, involving 120 Saudi EFL students and 10 EFL instructors at a Saudi university. Data for the quantitative analysis are collected through a Likert-scale questionnaire assessing four psychological constructs of learning, namely autonomy, competence, relatedness, and motivation towards CALL, whereas the qualitative data are collected through semi-structured interviews. The results indicate that CALL is very instrumental in boosting motivation among Saudi EFL students by satisfying their psychological needs to learn English. Competence is the strongest predictor of motivation among learning constructs, as evidenced by correlation, regression, and SEM analyses. Moreover, there are significant differences in motivation by proficiency level, as indicated by ANOVA results, with high-level students performing better than low-level students. The qualitative results supported the quantitative ones and show that CALL encourages motivation and interaction despite the technical difficulties Saudi EFL majors may encounter.