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Author(s): Rola Ahmed Massri.

Volume/Issue: Volume 5 , Issue 1 (2022)

Abstract:

With a view to gathering insights for EFL proficiency development amongst Saudi EFL learners, this study reviews the empirical literature on the influence of four key psychological factors on learning English as a foreign language. Specifically, the study addressed the following question: In what ways do the psychological factors of attitude, self-efficacy, anxiety and motivation influence the development of English proficiency amongst university learners in EFL settings?. To this end, 49 research articles published between 1990 and 2021 were selected for a systematic review of the selected factors. The selected studies were conducted in diverse university EFL learning contexts spanning 18 countries. Of this number, the highest numbers of studies (in descending order) falling within the criteria of the review were conducted within the Iranian (9), Chinese (8), Turkish (6) and Saudi (5) contexts. The study found that the psychology of EFL learners at the university level is complex and that there are multiple factors linked to the reviewed factors which need to be taken into account by policymakers, curriculum designers, teacher trainers and teachers to ensure effective EFL learning. The findings of most of the reviewed studies suggest that EFL learning is positively perceived by learners, although obstacles to effective EFL learning do exist and attitudes towards learning English seem to be influenced by a wide range of factors including parental support, gender, level of study, community support and motivation. The reviewed research also suggests a link between strategy-use and EFL learners’ self-efficacy and anxiety management. A key implication of these findings for improving the EFL learning experience in the Saudi context is the need to carry out more qualitative and in-depth studies that can help to map and address the actual issues affecting EFL learners. Further, intervention-based, rather than purely survey-based, research can enable Saudi EFL education providers to understand what pedagogical interventions and strategies can work most effectively in the local settings. Longitudinal studies would also enable researchers to understand whether attitudes, self-efficacy, anxiety and motivation evolve over time, and if they do, then what are the factors influencing such development, whether positive or negative. These understandings are key to creating a transformative EFL learning experience for Saudi university students which in turn determines their prospects of success in the academic setting and future employability.

Keywords:

Self-efficacy, EFL Learning, L2 Motivation, L2 Anxiety, Attitude Towards EFL Learning

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