Increasing Motivation to Learn English in CIT Students in Saudi Arabia through ESPTBL Intervention
Increasing Motivation to Learn English in CIT Students in Saudi Arabia through ESPTBL Intervention

Summary/Abstract: Background/purpose. This experimental case study explores professional motivation in learning English among Computer Information Technology (CIT) students at an applied college in Saudi Arabia. The study investigates how motivational drivers, integrated with pedagogical intervention, influence language learning. Materials/methods. A total of 120 students participated in a structured 8-week English for Specific Purposes (ESP) program incorporating TaskBased Learning (TBL) strategies. Using pre-test/post-test and pre- and post-intervention surveys to collect numerical data and structured interviews to collect qualitative data, participants' levels of instrumental and intrinsic motivation were measured. Results. Results obtained from the post-test and post-intervention motivation survey showed a significant increase in professional motivation, with the majority of the Experimental group participants identifying career advancement and employability as initial motivators. Complementary qualitative data, gathered through semi-structured interviews and analyzed thematically in six phases (following the work of Braun and Clarke), confirmed that learners viewed English as essential for technical documentation, job applications, and international collaboration. Conclusion. The findings highlight the impact of contextualized ESP-TBL instruction in enhancing professional motivation, offering valuable insights for curriculum designers and educators in technical fields. While promising, the conclusions were constrained by the study's scale and scope. Future research should examine gender-based or proficiency-level variations in motivational response and investigate the impact of AI tools on ESP motivation.

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