Motivational Orientations and Attitudinal Challenges in Learning English among Information Technology Students at Mahweet University, Yemen.

Abstract

This study investigates motivational orientations and attitudinal challenges in learning English among Information Technology students at Mahweet University, Yemen. The study used a descriptive cross-sectional quantitative survey design. Data were collected through a structured questionnaire from all 60 available first-level IT students and were analyzed using descriptive statistics and Pearson correlation analysis. The findings showed that participants reported relatively high levels of motivation to learn English, with external motivation as the strongest dimension. Major motivating factors included future career opportunities, academic success, communication with international professionals, teacher support, and examination achievement. Internal motivation was also evident, particularly in students’ sense of achievement in understanding English and their desire to improve their proficiency, while family support contributed positively to their motivation. The results further indicated generally positive attitudes toward learning English, although speaking anxiety, nervousness when comprehension failed, fear of making mistakes, and perceived difficulty remained notable challenges. Pearson correlation analysis revealed a statistically significant positive relationship between motivation and attitudes toward English learning. The study concludes that first-level IT students are motivated to learn English mainly for academic and professional purposes, but anxiety-related challenges may limit their communicative confidence. Therefore, supportive, practical, and field-specific English instruction is recommended to enhance both motivation and confidence in English use.