Enhancing Intrinsic Motivation in EFL Education at Saudi Universities through Learner Autonomy

ABSTRACTIn the context of English as a foreign language (EFL) education at Saudi universities, intrinsic motivation plays a crucial role in the second language (L2) learning process. Drawing on the theoretical framework of Self-Determination Theory (SDT), this thesis investigates how learner autonomy can be enhanced to promote intrinsic motivation among Saudi EFL learners. This thesis offers a literature review to explore the significance and application of intrinsic motivation proposed by the identified empirical studies in this context. It begins by providing a general overview of motivation and the relationship between learner autonomy and intrinsic motivation based on SDT. After that, it explores the identified studies in this context by providing an in-depth analysis of each study. To comprehensively review the existing literature, a methodical search strategy was employed. The Arizona State University Library and the Education Resources Information Center (ERIC) were utilized. The focus was on empirical studies that emphasized intrinsic motivation in the context of EFL students in Saudi Arabian universities and how to promote it, with particular attention to the principles of SDT regarding learner autonomy. It further suggests that enhancing autonomy, as viewed through the lens of SDT, could provide the necessary conditions for intrinsic motivation to thrive in the context of EFL in Saudi Arabia. A justification for this review was the evident gap in the literature as there are only five identified studies that met the criteria of selection in this context. This thesis contends that integrating SDT's view of learner autonomy with a balanced approach to structured and choice-based learning may effectively bridge the gap identified in the current research on intrinsic motivation. Although the studies at hand present a valuable addition to intrinsic motivation within the EFL context in Saudi universities, they fall short in some respects. ii Therefore, this thesis advocates for an educational model that applies SDT-based autonomous learning strategies into the curriculum to enrich the intrinsic motivation of Saudi EFL students. Several recommendations regarding how to promote intrinsic motivation are presented.