The academic paper titled "Learners’ Beliefs and Communities Around Them: The Social Pressure to Learn Language" by Munassir Alhamami focuses on the influence of social pressure on English as a Foreign Language (EFL) learners in Saudi Arabia. The study investigates how subjective norm (SN) beliefs, or the perceived social expectations from important individuals and groups, impact learners' decisions to engage in language learning in both face-to-face (FLL) and online (OLL) settings.
The purpose of the study is to explore how the beliefs of various social groups, such as friends, classmates, teachers, family, and future employers, affect EFL learners' motivations and attitudes towards participating in English reading lessons. The study aims to provide insights that could inform language educators and curriculum designers on how to better understand and incorporate these beliefs into educational practices.
The methodology employed a mixed-methods design, combining both quantitative and qualitative approaches. The study included two experiments: one involving 674 students in a face-to-face learning environment and another involving 286 students in an online setting. The research instruments included questionnaires and interviews, which were designed to elicit students' beliefs about learning English in both environments.
Key findings revealed that EFL learners in Saudi Arabia are more positively inclined towards face-to-face learning compared to online learning. The study found that SN beliefs significantly predict learners' attitudes and motivations. Specifically, the beliefs of friends, teachers, family, and future employers had a stronger influence on learners' preference for face-to-face learning, while classmates' beliefs were less influential. In the online learning environment, family and friends were less significant, with classmates, teachers, and future employers playing a more substantial role in shaping learners' attitudes.
The conclusions of the study emphasize the importance of understanding the social context and the beliefs of those around language learners. The findings suggest that social pressure plays a crucial role in shaping learners' attitudes towards different learning environments. The study advocates for educators and curriculum designers to consider these social influences when designing language programs, as aligning educational practices with the beliefs of significant social groups can enhance student engagement and learning outcomes.