The Interplay Between L2 Motivation and Proficiency in Predicting EFL Learners’ Pragmatic Engagement

Bibliographic Data

ID21805111
AuthorsNuha Abdullah Alsmari (0000-0002-9121-0868, Prince Sattam Bin Abdulaziz University, corresponding author), Nuha Alsmari
Year2023
Volume14
Issue6
Pages1637-1645
Publication date2023-11-01
Open AccessYes
TypeARTICLE
VenueJournal of Language Teaching and Research (JOURNAL)
Journal identifiersISSN: 1798-4769 • E-ISSN: 2053-0684
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/jltr.1406.22
OpenAlexW4388129899
LanguageEN
Citations received2
References cited12

Drawing on self-determination theory and L2 pragmatics, this study scrutinizes how two motivational dimensions (autonomous and controlled) can affect EFL learners’ behavioral engagement in learning pragmatics across various English proficiency levels. One hundred ninety-eight Saudi EFL learners were surveyed for their English proficiency level, L2 motivation, and pragmatic engagement. The findings revealed an overall significant positive correlation between EFL learners’ L2 motivation and pragmatic engagement. Autonomous and controlled motivations were significantly and positively correlated with pragmatic engagement among all the English proficiency groups. Learners with advanced proficiency exhibited significantly higher correlations than their counterparts, indicating that L2 motivation mediated by proficiency predicted pragmatic engagement. Learners with higher levels of English proficiency were more sensitive to the pragmatic aspects of the language and, therefore, more motivated toward active engagement in pragmatically oriented contexts than intermediate and upper-intermediate learners

Language proficiency · Linguistics · Mathematics education · Pragmatics · Student engagement · Communication · EFL/ESL Teaching and Learning · Psychology

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