Motivation and the development of metacognitive language learning strategies among Saudi university-level students: An action research project exploring the impact of teacher scaffolding and the use of motivational strategies in the classroom

Abstract

This university-based action research study, conducted in Saudi Arabia, aimed to examine the influence of teacher scaffolding and motivational strategies on various facets of language learning, such as overall motivation, metacognitive awareness, self-regulated language learning (SRLL), critical thinking, and learner autonomy. Over one semester, the researcher assumed the dual role of both instructor and investigator, working closely with 23 student participants. This immersive approach allowed for a rich exploration of how a supportive and interactive classroom environment can impact students’ perceptions of language learning challenges and their strategies for overcoming them.
A range of research methods was employed, including researcher notes, video-recorded class sessions, student interviews, and self-reflective journals submitted by students at the end of the semester. These tools provided a comprehensive view of student experiences and attitudes throughout the study. Findings indicate that when students engaged in tasks that activated their prior knowledge and required cognitive effort, their perspectives on learning difficulties evolved. Rather than seeing challenges as insurmountable, students
became more motivated and saw these challenges as opportunities for growth. This shift was particularly evident when students employed metacognitive strategies, which enhanced not only their motivation but also their active participation in classroom tasks and activities.
Moreover, the study revealed that the deliberate use of metacognitive strategies—such as planning, monitoring, adjusting, and evaluating—enabled students to self-regulate their learning. This self-regulation extended beyond motivation, fostering a willingness to engage critically with the material and develop a growth-oriented mindset. Students who applied these strategies reported increased motivation and a readiness to face challenges in language learning, an insight that supports Ushioda’s (2013) call for research into how students’ perceptions of learning difficulties can be transformed through supportive instructional approaches.
The findings also suggest that both teacher-led preparation and student self-preparation are critical to fostering a conducive learning environment. When students felt adequately prepared, they were more willing to communicate and participate actively in the classroom. This level of readiness, facilitated by both the instructor's scaffolding and the students' self-directed efforts, contributed to an environment where students felt empowered to use critical thinking skills and to approach problems with a constructive mindset.
However, the study encountered several limitations. For instance, the loss of one video recording highlighted the need for robust data management practices. Furthermore, the study's qualitative approach could be complemented by a mixed-methods design in future research, allowing for more nuanced insights and generalizable findings. Future studies are encouraged to explore these key aspects further by integrating quantitative measures alongside qualitative observations. This expanded approach could provide a more holistic understanding of the dynamic interplay between teacher support, learner motivation, and the development of critical thinking skills in language learning contexts.

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Identifiers

ORCID for Abdullah Mohammad A Almusallam: orcid.org/0009-0002-9118-576X

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