Third Language Learning: Insights from MA Students through the L2 Motivational Self-System & Attribution Theory Lenses
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| Title: | Third Language Learning: Insights from MA Students through the L2 Motivational Self-System & Attribution Theory Lenses |
|---|---|
| Language: | English |
| Authors: | Zilal Meccawy, Najwan Sebai |
| Source: | Journal of Education and Learning. 2025 14(2):282-296. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Motivation, Attribution Theory, Learning Processes, Social Media, Internet, Second Language Learning, Second Language Instruction, Multilingualism, Graduate Students, Foreign Countries, Females, Masters Programs, Student Attitudes, Teaching Methods, Transfer of Training, Interference (Language), Native Language, Learning Strategies, Cultural Influences, Age Differences, Language Usage, Language Maintenance, Individual Differences, Arabic, English (Second Language), Urdu, German, Spanish, French, Information Technology |
| Geographic Terms: | Saudi Arabia |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | This qualitative study uses a semi-structured interview to investigate why Saudi learners stop learning a third language and whether these reasons are permanent or temporary. The participants were six female master's degree students who had experience learning a third language outside of formal education or informal settings. This study identifies the most popular foreign languages learned as a third language (L3) by female postgraduate students in Saudi Arabia. It examines their attitudes and motivation towards learning these languages, explores the reasons why they stop learning them, and draws implications for foreign language teaching and learning in Saudi Arabia. The findings indicated that most participants who stopped learning had temporary reasons, such as lack of time and being busy with work or life responsibilities, even though they had the motivation to learn at the beginning. The study also revealed the profound influence of social media and the internet on the participants' learning process, underscoring the role of technology in foreign language learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469889 |
| Database: | ERIC |
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