Arab Educational Information Network

Emiratization has increased the number of UAE nationals in the private sector workforce, and these roles demand a higher level of English proficiency. Considering the increased demand for English proficiency, this study aims to understand the motivations of Emirati students toward learning English at the American University of Sharjah. By using a mixed-methods approach, it also compares the motivational factors between male and female students. The 23-item surveys adapted from Gardener’s AMTB included two open-ended questions about motivational and demotivational factors. The survey included Likert-scale questions to measure integrative and instrumental motivation, anxiety related to English classes, parental encouragement, and attitudes toward learning English. Through convenience sampling, the participants consisted of 38 Emirati students, 22 females and 16 males. The reliability of the survey was confirmed using Cronbach’s alpha, and data were analyzed using Mann-Whitney tests on SPSS to identify motivational factors. The findings reveal that both male and female Emirati students exhibit strong integrative and instrumental motivations for learning English, with female students generally exhibiting higher mean scores in both. Key motivational factors included career advancement and university goals, while significant demotivational factors comprised academic challenges and concerns about language identity. Although this study was limited to a single institution with a small sample size, it highlights the key motivational and demotivational factors of Emirati students learning English. Understanding these factors is critical for educators and policymakers to develop effective English language learning environments in the UAE to support broader educational goals. (Author’s abstract)