Motivation and Socio-Cultural Milieu of Second Language Learners: Considerations Involved in English Teaching
Bibliographic record
Abstract
This study investigates the social, psychological, and cultural dimensions of motivation involved in learning English as a second language in Kuwait. It focuses on students’ experience of motivation, emotions, and their cultural background in search of differences and similarities presented by gender, type of high school, and year in university. The effects of motivation and learning experiences are discussed through using the perpectives of Gardner’s socio-educational model, whereas the influence of learners’ cultural context in second language learning is discussed through using Hofstede’s cultural model. Data were gathered by surveying undergraduate students from a private university in Kuwait, which yielded 233 completed questionnaires. The study employed quantitative methods using SPSS application for descriptive data analysis, correlation analysis, t-tests, and ANOVA. The descriptive statistics were calculated based on the data submitted by the students’ responses. The results revealed significant levels of integrative and instrumental motivation, emphasized by female students, which could be attributed to Hofstede's cultural dimensions of certainty, femininity, and collectivist society. Significant levels were also reported for English classes and English use anxiety, which may be attributed to Hofstede’s power distance, which accounts for the high respect accorded to teachers and teaching. Collectively, the results gained from this study provide guidance to disentangle the multitude of factors that affect English language learners. The findings reported in this study may help instructors who need to understand how learners’ cultural values influence the nature of instruction and point toward future research in analyzing multiple factors that assist language learning.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".