Motivation, Classroom Engagement, and Academic Achievement in Saudi EFL Classrooms: A Mixed-Methods Mediation Analysis

Abstract

This mixed-methods study examines factors contributing to low student motivation in EFL classrooms, the relationship between motivation and classroom engagement, and the implications for academic achievement in the Saudi Arabian context. Drawing on Self-Determination Theory (SDT) and Dörnyei’s L2 Motivational Self System, the study conceptualizes motivation as a dynamic construct shaped by autonomy, competence, relatedness, and learners’ future L2 selves. Data were collected from 80 EFL students and 10 teachers in Riyadh using questionnaires, semi-structured interviews, classroom observations, and academic performance records. Quantitative findings revealed strong positive correlations between motivation, engagement, and academic achievement, with teacher support, content relevance, and learner autonomy emerging as significant predictors of engagement. Mediation analysis indicated that classroom engagement partially mediates the relationship between motivation and academic performance. Qualitative findings highlighted contextual challenges, including exam-driven instruction and restricted learner autonomy, which constrain motivational processes. The study offers context-specific pedagogical recommendations and contributes original empirical evidence to research on motivation in Middle Eastern EFL contexts.