The paper titled "The Causal Relationship between Learner Motivation and Language Achievement: New Dynamic Perspective" by Abdullah Alamer and Fakieh Alrabai investigates the bidirectional relationship between learner motivation and language achievement in a second language (L2) learning context. The study primarily focuses on understanding whether motivation predicts language achievement or if language achievement influences future motivation.
The purpose of this study is to explore the dynamic and potentially reciprocal relationship between L2 motivation and language achievement over time. Specifically, it aims to determine whether L2 motivation leads to higher achievement or if achievement enhances future motivation. The scope of the research also includes examining the role of gender in this relationship.
The methodology involved monitoring 226 Saudi EFL students over 17 weeks, with assessments conducted at three time points. The study employed advanced statistical techniques, including the latent growth curve model (LGCM) and the random-intercept cross-lagged panel model (RI-CLPM), to analyze the data and assess the causal relationship between motivation and achievement.
Key findings reveal that while motivation at the beginning of the semester predicted achievement at the mid-semester point, achievement at mid-semester significantly influenced motivation at the start of the following semester. This suggests a reciprocal relationship where motivation initially drives achievement, but later, achievement becomes a stronger predictor of subsequent motivation. The study also found that the growth in motivation and achievement was positively correlated over time, though the effect of gender on these variables was insignificant.
In conclusion, the study highlights the dynamic nature of the relationship between motivation and achievement in L2 learning. It underscores the importance of considering both variables as mutually influential rather than viewing motivation solely as a precursor to success. The findings have significant implications for educators and researchers, suggesting that fostering early motivation can lead to higher achievement, which in turn can enhance future motivation. The use of advanced statistical methods also provides a more nuanced understanding of this relationship, offering valuable insights for future research in the field.