What is it about?
The article investigates why Saudi master’s degree students begin learning a third language (L3) and why they eventually stop. Using interviews with six female students, it explores their motivations, learning methods, and challenges. The study identifies common reasons for discontinuing L3 learning, such as lack of time, limited resources, and insufficient practice opportunities. It also examines the role of technology, social media, and personal interest in their learning journeys. The research uses two theoretical frameworks: Dörnyei’s L2 Motivational Self-System, which analyzes motivation through concepts like the "ideal self" and "ought-to self," and Weiner’s Attribution Theory, which categorizes reasons for success or failure as temporary or permanent. Findings highlight that most reasons for stopping L3 learning were temporary, such as time constraints, while permanent reasons were rare. The study emphasizes the impact of globalization, cultural interest, and self-directed learning, alongside the need for institutional support to sustain language learning.
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Why is it important?
The study is important because it sheds light on the challenges and motivations faced by Saudi postgraduate students in learning a third language, which has broader implications for multilingual education in Saudi Arabia and beyond. Here’s why it matters: 1. Understanding Language Learning Barriers: The research identifies specific challenges, such as time constraints, lack of resources, and insufficient practice opportunities, that hinder language learning. Addressing these barriers can help improve language education policies and support systems. 2. Promoting Multilingualism: Multilingual skills are increasingly valuable in a globalized world for communication, career opportunities, and cultural exchange. Insights from the study can encourage strategies to sustain interest and motivation in learning additional languages. 3. Role of Motivation: By analyzing motivation through frameworks like Dörnyei’s L2 Motivational Self-System, the study helps educators understand how to inspire and maintain students' interest in language learning, which is crucial for success. 4. Leveraging Technology: The study highlights the role of social media and technology in supporting self-directed learning. This can inform the development of tech-based tools and resources for language learners. 5. Practical Implications for Education: Findings suggest the need for institutions to provide better resources, such as language labs, native-speaking instructors, and immersive environments, to encourage sustained learning of less commonly spoken languages. 6. Cultural and Cognitive Benefits: Learning multiple languages fosters cognitive benefits like improved problem-solving and metalinguistic awareness. Promoting third language learning can enhance these benefits while building cultural awareness. Overall, the research emphasizes the value of multilingual education and provides actionable insights to overcome barriers and enhance language learning experiences, contributing to individual and societal growth.
Perspectives
As researchers and educators with a passion for language learning, we believe multilingualism is an invaluable skill in today’s interconnected world. Beyond its practical benefits for communication, it fosters cognitive growth, cultural empathy, and a deeper understanding of diverse perspectives. These qualities are especially critical as Saudi Arabia continues to engage with a globalized economy and society. Conducting this study has underscored the unique challenges faced by Saudi students learning a third language. From time constraints to a lack of practice opportunities, the barriers these learners encounter are significant, yet we believe they are not insurmountable. It is our personal conviction that with the right support systems—such as institutional resources, targeted educational strategies, and engaging language labs—students can overcome these obstacles and thrive as multilingual individuals. Motivation is another area that resonates deeply with us. We have seen how an initial enthusiasm for language learning can wane without proper reinforcement. As educators, we feel a responsibility to nurture and sustain this motivation, using frameworks like Dörnyei’s L2 Motivational Self-System to understand and address the factors that drive or hinder learning. Technology has also emerged as a powerful tool in this context. Social media, mobile apps, and online platforms provide students with unprecedented access to language resources and communities. We are personally inspired by how these tools can democratize learning, making it more accessible and dynamic. However, we also recognize the need to guide students in using these resources effectively, complementing them with structured learning opportunities. Finally, this study has reinforced our belief in the importance of balance. While self-directed learning fosters autonomy and confidence, it must be supported by formal educational structures. We see a clear need for curricula that integrate immersive experiences, native-speaking instructors, and opportunities for real-world application. Our personal commitment lies in contributing to a multilingual, globally engaged Saudi society. We hope this research will inspire educators, policymakers, and learners to collaborate in creating a more supportive and enriching language-learning environment, empowering students to embrace and sustain their journey toward multilingual proficiency.
Dr Zilal Meccawy
King Abdulaziz University
Read the Original
This page is a summary of: Third Language Learning: Insights from MA Students Through the L2 Motivational Self-System & Attribution Theory Lenses, Journal of Education and Learning, December 2024, Canadian Center of Science and Education,
DOI: 10.5539/jel.v14n2p282.
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