Motivation for Learning L2, Goal-Setting, and Self-Regulated Learning Among Arab Students with Learning Disabilities

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 2
  In Roundtable Session: Motivation and Engagement in Second Language Learning: Growth Mindset, Self-Efficacy, and Resource Use

Abstract

This study examines motivation, goal-setting, and self-regulated learning (SRL) among L2 learners enrolled in undergraduate education programs. Grounded in Dörnyei’s L2 motivational self-system and goal-setting theory, it compares students with and without learning disabilities (LD) across academic years. A cross-sectional design was used with 652 participants completing validated instruments assessing motivation (FLAG), goal-setting (GSQ), and SRL (adapted MSLQ). Multivariate analyses revealed significant effects of both academic year and LD status, as well as their interaction. Students with LD reported lower motivation and SRL use, with less consistent development. Findings highlight the interdependence of motivation and SRL (Henry & Liu, 2024) and underscore the need to support diverse learner profiles in higher education.

Authors

• Randa Khair-Abbas, Arab Academic College for Education in Israel - Haifa

• Vered Vaknin-Nusbaum, Western Galilee College

• Zaki Kamal, Arab Academic College for Education in Israel - Haifa