دور آليات العولمة و الهوية الذاتية في إدراك الأهمية و الرغبة وقوة الدافع لتعلم اللغة الإنجليزية لدى طلاب الجامعة

Abstract EN

The current study tried, with a sample of English learners (204 students) from Education, Arts Faculties, and Center of English learning at Sohag University, to explore the Effect of Predictive Variables: Globalization, and Self-Identity, on Response Variables: Importance of English language, Power of Motivation to learn English, and Desire to learn English.

The study, used Partial Least Squares Regression Model (PLSR).

This model helps in explaining the relationship, and understanding the covariance between these variables.

The study evoked a number of questions: Do Globalization and self-identity levels drive awareness towards importance of English language, desire, and Power of motivation to learn it? How do members of the sample classify themselves according to the levels of self-identity that make up our different affiliations (Egyptian, Arabic, African, Islamic, and global self-identity)? Does the sense of global citizenship, Perception of the world, and American culture have an effect on perception of self-identity? What kind of personal orientation drives toward English language learning? The results indicated model suitability and Predictive Relevance.

Globalization mechanisms and Universal Self-Identity have an effect on Importance of English language, and Desire to learn it in the supposed model.

Islamic Self-Identity was the most prominent Identity through which respondents classified themselves.

There was no effect of Sense of Global citizenship, Perception of the world, or American Culture on Self-Identity.

Personal Orientations that motivate to learn English were Communicating with different people, Professional learning, obtaining a job, and better understanding of the American culture.