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Foreign Language Learning

Student’s Name

Institutional Affiliation

Course Name and Number

Instructor’s Name

Date
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Abstract

In this analysis, the role of motivation and behavior is studied. It explores the
motivations and opinions of military entrepreneurs fluent in English in Jeddah, Saudi Arabia.
Motivation and behavior are the two main factors in the analysis. In instrumental and
integrative orientation, the guiding force is considered. The thesis examines the English
military staff's attitudes to learn Arabic and to speakers of their mother tongue in their home
region. The thesis was developed by compiling various existing data on the attitudes and
motives of foreign language learning.

The documents were examined with a Battery Test Questionnaire for Gardeners
Inspiration. The findings revealed a medium degree of incentive for the military-English
speaking contractor in instrumental and integrative orientation. The study also found that
social and cultural considerations were more important than those of utilitarianism and
academics. Analysis has shown that military English speakers have a positive attitude toward
Arabic and a reasonably neutral attitude toward Arabs as far as military contractors are
concerned. The study ended with several pedagogical guidelines supporting the
encouragement and philosophy in studying host countries' languages, migrant staff in general,
and military contractors. More research is required to close the distance between the
inspiration and behavior of military contractors.

Introduction

The culture and heritage of each nation revolve around its language. Individual minds
and beliefs influence language. Students are often introduced to similar beliefs, customs,
cultures, and languages while studying a foreign language. You unwittingly hear about the
history of the language once you learn a foreign language. Language is part and parcel of
human life. This is just a way to get in touch. To build phrases, written languages use
symbols. Both words form part of the vocabulary of the language. Syntax and grammar
illustrate the meaningful combination of words in a given language. The genuine sense of
words and their derivatives is explained with literal semantics.

Many governments acknowledge and give them guidance and guidelines for
integrating migrant employees into their host countries' communities. Language learning
services became one of the most significant incorporation policies. The Swedish labor
contract arrangement with Turkey has provided Sweden as the first of six major European
countries to implement a migrant worker's grammar integration policy through an agreement
 3

with Turkish specialists in the 1960s. The cabinet in Sweden will pay the expenses (Al-
Musnad, 2018They are part of the European government's initiative, recognized as a
necessity for foreign employees of its countries, in which the importance of its dialect and the
impact of languages on its society are appreciated. According to a journalist, Americans feel
that English domination and lifestyle in Vietnam and Tagalog are under pressure because
Spanish and Vietnamese are commonly spoken.

The case is entirely different in the Arab world. Governments have been oblivious
until recently to the fact that their vocabulary has been at risk. In 2012, Arab leaders
organized and arranged from the outset by the Arabic-speaking community the first
international conference entitled "Arab at Risk: All security partners." The 2nd and 3rd
sessions were held afterward. The conference covered all facets of Arab life, including work,
industry, culture, and other subjects. The issue of Arabic security was dealt with (Al-Musnad,
2018).

Fear of the increasing number of non-Arab aliens who talk to local people in English.
Scholars from many Arab countries began raising the question of migrant workers in Arab
countries. The writer says two scholars suggest that they learn Arabic as one of those who
want to work in the Arab Emirates. It will be a feasible choice for Arab to make foreign
employment requirements on various scales, taking their form and degree into account.

Communication among Arab civilians and military English-speaking contractors,

mainly foreign nationals who do not speak Arabic, has been a problem in the
accommodation, building, road, and infrastructure sectors. According to 2008 health care
records, Saudis who talk Arabic as their first language, most patients and family members,
including caregivers, communicate in English (Al-Musnad, 2018). According to a recent
report, Saudi Arabia has very few nurses, contributing to much foreign health staff, especially
private healthcare centers. The present study explores English-speaking military contractors
in Jeddah, Saudi Arabia, as a vital institution for the Arabic-language population with a lack
of foreign staff.

Research Problem

Expatriates do not try to master their host countries' natural language even though the
language is essential. As a consequence, this issue is being taken into account by many
countries. Thanks to a bit of local dialect knowledge in the area, experts in the Near East use
English as their communication language. Locals have to speak in English, too. Saudi Arabia
 4

in Jeddah represents many languages and countries that are second-language dominant in
Arabic, and it researched Saudi Arabia.

Researchers believe that so many foreign employees, particularly the United Arab
Emirates, have been active in the Middle East. Several research papers have subsequently
been published on the subject. Half of the patients conclude that foreign nurses are more
likely to make medication errors in a Saudi Arabia survey. Almost 70 percent think they
cannot talk in Arabic with a nurse. Foreign nurses are known to interrupt or end patient
communication (Al-Musnad, 2018). In a more recent survey, Saudi Arabia patients indicated
that most health care participants addressed a more outstanding issue of linguistic diversity
between non-Arabic-speaking babies and patients. This problem faces staff in Jeddah when it
comes to employers who do not learn Arabic speaking non-Arabic. On the other hand, they
have worked for years in the Jeddah region of Saudi Arabia and did not do anything to ensure
that migrant workers studied Arabic.

Significance of the Study

The goal of the research is to examine how dedicated second-language teachers are
and how motivated. Arabic is one of the languages of this study. This research focuses on the
issue of studying Saudi Arabic. Non-Arab workers cannot speak in Arabic and do not appear
to make the same attempt as a second language student to master the language. The role of
language as symbols of identification was acknowledged in various countries around the
world. It requires both foreigners and expatriates to learn the local language to interact with
residents individually. International nationals would also only be permitted to communicate
with refugees unless they know their native language.

On the other hand, expatriates' feelings against their host nation's citizens are
expressed in English in many Arabic countries. The research focuses on international
contracting partners' excitement and mindset toward the Arabic language and its influences.
The study focuses on it provides a more detailed examination of the topic to be discussed and
investigated.

Question of the Study

The current research aims to address the following questions developed for the present study
to achieve the goals:

1. Are the English-speaking contractors in Jeddah motivated to learn the Arab dialect?
 5

2. Are English-speaking military contractors in Jeddah integrative and influential in their

motivation to learn Arabic?

3. Are the attitude levels of the English-speaking military contractors about speaking Arab
high?

4. Do the English-speaking military contractors have positive views against Saudi's?

 6

Literature Review

Al-Musnad, B. (2018). The Role of Motivation and Attitude in Second Language Learning: A
study of Arabic Language Learning among Foreign Female Nurses in Riyadh, Saudi
Arabia. Journal of Applied Linguistics and Language Research, vol. 5(1), 157-183.
Retrieved from http://www.jallr.com/

The research explores the two most critical social variables: motivation, instrumental
and inclusive, coupled to Saudis' attitudes and Arabic study among foreign nurses. The
research presented includes 109 nurses at Dr. Suleiman Al Habib Hospital in Riyadh, Al
Takhassusi, and Saudi Arabia. Research findings offer ample answers to the questions posed
and indicate that their integrative motivation outweighed international nurses' instrumental
and integral motives. The results show that learning Arabic is among very vital facts for
foreign nurses in dialect study.

The results showed a comparatively optimistic outlook towards Arabic regarding

international nurses' attitudes towards studying Arabic. Regarding Saudi attitudes, there are
also more neutral reactions to the approach of Saudis' subjects. This may be attributed to the
social identity of the issues. Although the study showed a reasonably high instrumental and
integral motivation for targeted foreign female nurses and a sufficiently good attitude to
Arabic learning, a broad divide exists in foreign nurses' inspiration and reflection.

Atkinson, J., & Birch, D. (1978). An introduction to motivation. New York: Van Nostrand.

This article analyses two of the significant social variables: motivation and
participation, the Saudi attitudes, and Arabic study among foreign nurses. The thesis included
109 nurses from Riyadh, al-Takhassusi, and Saudi Arabia, Dr. Suleiman Al-Habib. The
research findings offer a broad response to the questions posed, showing that their incentive
for integrated care exceeded external nurses' instrumental and comprehensive motivations.
The results show that Arabic studying is one of the essential aspects of foreign dialect studies.

The results showed a relatively favorable view in terms of the mindset of foreign
nurses toward studying Arabic. More neutral answers to Saudi topics' approaches to Saudi
attitudes are also available. The social identity of the issues can be explained. Although the
trial found a fair degree of instrumental, integral motivation and constructive behavior in
Arabic learning for targeted foreign female nurses, inspiring and reflecting women remained
significantly divided.
 7

Atkinson, J., & Birch, D. (1978). An introduction to motivation. New York: Van Nostrand.

Atkinson and his authors give a range of views about evaluating an individual's
motivation in this book. According to him, the study of motivations is linked to recent
behavioral impacts, vigor, and persistence. They also point out that while this area is often
connected to how the comportment improves due to the teaching, it can be separated from
studying. The traditional motivational theory describes behavior as desire and aversion,
which is aimed not at disappointment but pleasure outlets, as mentioned in any standard
dictionary.

In motivational research, a conscious interpretation of desires is used to explore

behavior aimed at potential satisfactions and away from potential deception. The inner and
outer influences impair appetite and the actions of aversion. The success of the psychiatric
study, essential to motivation research, affected Darwin's theory of evolution threefold: (a)
the idea that organisms must be mentally comported; (b) the conviction that human activities
would be influenced by instinct. Motivation principles arising from human behavior, human
and animal behavioral laboratory experiments, and individual variation tests of human
preference are all relevant in various ways.

Suleiman, Y. (2003). The Arabic Language and National Identity. Edinburgh University

Press Ltd.

Suleiman discusses Arab history (in terms of understanding and the renewal of
culture, as well as the making of myths); the clash between Turkish and Arab cultural
nationalism in the 19th and early 20th centuries; the reading of Arab cultural nationalism
canonical treaties and the central intellectual powers connecting language and territorial
nationalities. Nationalism is a vibrant analytical field covering many fields. Many aspects of
this area have been examined by historians, politicians, sociologists, social anthropologists, social
psychographs, and policy-makers. This reflects the sophistication, elasticity, and perseverance of
nationalist trends through disciplines.

One of Chapter 3 is to prove that Arabic is particularly well adapted to serve as one of the
main symbols of today's national identity. The Critical Factor of Chapter 5 was standard Arabic.
The thesis examined the role of language in fostering a sense of national identity in Arabic. The
principal aim was to show that Arab national ideology in the Near East is the superiority of
language in theological formulations. Arabic's desire and potential to act as the apex of civilization
 8

for all who share Arabic as a shared tongue, embryonic or thoroughly developed, is also central to
the Arab nationalistic formula.

Gardner, R. (1985). Social psychology and second language learning. London: Arnold.

The role of nature and creativity in the creation of a second language is discussed in
this article. For second-language speakers who use the Gardeners approach, this is soothing
and helpful. He is specialized in selecting, using, and learning the second language of social
psychological programs. Each of the factors in this method is a reassessment of the self in a
collective linguistic context. The cognitive assessment is inevitable under these
circumstances: study is confined to learning new vocabulary systems and the assimilation of
the concepts of society and culture. Consequently, Gardener reflects how perceptions and
inspiration will adjust or raise the initial mindset to the acquisition stage.

The Gardener positions his research within the social sciences area, arguing that a
comprehensive analysis of the language is vital in this context because language and culture
have to be regarded as interdependent. Brain language representation and brain social
representation are known to be effective mediators. In his opinion, motivational variables are
a mediatory element in the causal connections between variables of personality and
achievement in the second language. He also concentrated on the metrics when contributing
to a second language achievement and analyzed their relationship to that extent. He says that
these relationships are meaningful because they reflect the student's active involvement in the
second-language phase. Gardener also finds that behavioral characteristics in the second
language impair performance. This is not the only explanation why you postulate a second
language achievement.

Stein-Smith, K. (2015). The U.S. Foreign Language Deficit, the Language Enterprise, and the
Campaign for Foreign Languages. Journal of Language Teaching and Research, 6(4),
705. Doi: 10.17507/jltr.0604.01

In this paper, the author's conception is that Americans are one of the least likely
languages globally, which adversely affects the U.S. economy and protection, including
personal occupations. The demand for foreign language skills within the workforce in the
United States is expected to rise, and many positions that require knowledge of foreign
languages are not always filled. Various analyses have found that it is crucial to improve their
foreign language expertise in the U.S. and English-speaking countries. A proactive social
 9

media strategy is essential. A momentous event made plausible by the partnership between
the dialect and the enterprise.

Specific languages provide a solution that will transform our classrooms' lives and our
students' future foreign language education careers. The way is clear. It is essential to learn
from scholarly Literature and best practices. Nevertheless, a single foreign language project
in the English-speaking world, based on the best practices and accomplishments of the United
Kingdom and world innovation, Literature on strategic and interactive marketing, is
significant. In a foreign-language study, the advocacy of foreign languages must also be
included.

Smith, A. (1971). The Importance of Attitude in Foreign Language Learning. The Modern

Language Journal, 55(2), 82-88. Doi: 10.1111/j.1540-4781.1971.tb00916.x

The author starts with the deception of our study of the results of the foreign
language. He adds we all focus on one aspect of studying the deficiency of the foreign
language: the student's attitude. He says it is vital to start examining pupils, parents,
supervisors, and the general population. The author suggests that attitudes are also explored
in cognitive elements, perception of a concept or situation. Then, above and beyond the
logical aspect, the successful variable or emotions are assessed. This is the evaluation section.
The evaluation is ultimately transformed into comportment.

The researcher also addresses teacher teaching. In a closing remark, which appears to
strengthen his point's understanding, the author cites Jack Frymier. Most teachers are
academically based. They're great for school, books, and learning, which is why they exist.
However, not all boys and girls at school feel the same. Any teacher who involuntarily
introduces motivation and values into his teaching methods to ignore his students' willingness
to learn may be troubled and does not understand why. It doesn't mean the teachers don't
want to learn. However, to be motivated doesn't mean that anyone else does because teachers
love books, concepts, and education in general. The best teachers appreciate the great mass of
people who work in a classroom to build learning opportunities that match and shift with vital
perspectives and challenging methods in alignment with student needs.

Gardner, R., & Lambert, W. (1978). Attitudes and motivation in second language learning.
Rowley, Mass: Newbury House.
 10

This review's original aim was to examine the remarks and criticisms of character in
the study of l2 between the two authors in Literature. Gardner talks and explains his studies
in this area and explains the inspiration of the Socio-Educational Paradigm. Gardner
discusses the specifics and sense of motivation. Gardner also addresses the Socio-Education
Model in his research within the Canadian culture, the EFL around the world, and his
inspiration at language schools; Attitude Motivation Test Battery (AMTB).

The incentive definition is also divided into tools (one of the students who expressly
understand and learn the language for this purpose and integrative). Gardner notices the
disparity, however. Since many people are integral and hard to discern, many will learn a
language and techniques if not possible. Above all, we do not want to learn Gardner's
inspired vocabulary. Motivation shows the result: expenses to learn, a love for the target, and
challenges. Why does a student's success not matter from Gardner's perspective; only the
power of motivation will impact the result? Although he has also researched widely and
extensively the holistic guidance and its impact on language performance, this is not a motive
but a set of behaviors. When you're doing valuable things, he says, it's helpful. However, the
integrative direction is probable, and adequate strength also has little momentum.

Tonkin, H., & T, R. (2003). Language in the Twenty-First Century: Selected Papers of the
Millennial Conferences of the Centre for Research and Documentation on World
Language Problems, Held at the University of Hartford and Yale
University. Language Problems and Language Planning, 29(2), 145-155. Doi:
10.1075/lplp.29.2.14alg

This segment starts by noting that the foreign language's active study and teaching are
carried out by two general areas: school people and people outside schools. The author says
there is currently a minimal consensus on the need to educate dialects. It does not concern the
conflicting views of the two constituencies, but there is no majority. The author also says that
what is essential to us varies considerably from what we consider essential for grammar. The
author argues that psychological, cultural, and social expectations for learning foreign
languages in schools must be understood.

He also noticed that foreign language graduation programs are appropriate for
reflecting on particular languages' distinctive beauty, not paying sufficient attention to the
word's very substance. He says he does not feel that the mechanical values of national interest
in schools inspire foreign languages. Dialect research is crucial because it is a fundamental
 11

component of our perception of ourselves, a manner in which the silent wall breaks, which is
as confident at birth as the uterine surroundings did. It is also vital to lead prosperous and
healthy lives by embracing diversity and seeing outside their social spheres, and seeing how
people are locked up. Lastly, it is a fundamental social capability and a vital citizen
instrument.

Hong, Y., & Ganapathy, M. (2017). To Investigate ESL Students’ Instrumental and
Integrative Motivation towards English Language Learning in a Chinese School in
Penang: Case Study. English Language Teaching, 10(9), 17. Retrieved 25 March
2021, from https://doi.org/10.5539/elt.v10n9p17

The Malaysians have long been aware of the importance of English competence as
one of the success drivers to achieve future objectives. Therefore, teaching as an l2 is not
easy in Malaysia because there are no accurate data outside schools, particularly in private
Chinese schools. In this case, ten sessions a week teach English which students do not
effectively consider teaching. In previous research, the role of creativity in English learning is
stressed. Motivated students tend to be more interested in their education by having more
persistence.

The work aims to determine and examine whether instrumental or entire motivation
helps students study the English dialect more effectively. Research also on the difficulties
surrounding English-language learning by ESL students. The thesis included interviews with
twelve students at a high school in Penang. The findings of the study found that students are
more instrumental than inclusive in English l2. The study's goal is to decide if instrumental
motivation or instrumental motivation strongly affects English learning. This survey also
indicates that the critical elements of ESL students' difficulties are vocabulary and grammar,
affecting their speech and writing skills.

Crystal, D. (2008). A dictionary of linguistics and phonetics (6th Ed.). Blackwell Publishing.

A grammar and enunciations glossary is the standard single-volume guide for its area.
It is practically a course of training in the broad range of language studies. It contains new
scientific and linguistic research facets like the definition of the syntax and minimalist
parameter theory vocabulary, non-linear phonology, contemporary semantics, speech and
synthesis comprehension, and acoustic terms.
 12

Coverage is a community of phonetics, phonology, syntax, semantics, and socio-

linguistics and psychoeducation experts. Includes new ideas from the minimalistic program
Includes a different abbreviation and symbolic table for an international phonetic alphabet
changed. Updates to explain how terms are now used because of the ground's changes offer a
unique snapshot. It includes an individual table and symbol table and updated International
Phonetic entries, Alphabetic Updates, demonstrating how current words are still seen as
inventions, providing a unique summary of the language evolution. The primary reference for
single-volume linguistics and phonetics remains.

Eguz, E. (2019). Learning a second language in late adulthood: benefits and

challenges. Educational Gerontology, 45(12), 701-707. Doi:
10.1080/03601277.2019.1690273

With an increasing human life, the number of older people worldwide is rising.
Statistics show that the older demographic (+ 65 years of age), 5% in the 1960s, was 9%
higher by 2018 and 16% higher by 2050. According to the World Health Organisation, the
number of people aged 80 and over is rising steadily. However, older students have been
neglected as a cohort by scholars. Although there have recently been further studies in the
development of languages for older adults, the importance of late adulthood l2 instruction
remains inadequate. This research will begin with a contextual overview of age and explore
the benefit of old and linguistic teachers and their challenges.

Cargile, A., Giles, H., Ryan, E., & Bradac, J. (1994). Language attitudes as a social process:
A conceptual model and new directions. Language & Communication, 14(3), 211-
236. Doi: 10.1016/0271-5309(94)90001-9

The language attitude study is focused on an academic background in a wide variety

of disciplines. The cognitive science, linguistics, social linguistics, anthropology,
engagement, and conversation evaluations made both contributions. This article aims to
summarize the past and the history of language research. It also offers the mechanism of
language attitudes in this context an explanatory scheme and generalizations. Language
attitudes typically stem from the listeners' evaluation of speech shifts. While necessary for
human communication, social sciences study has been chiefly conducted in publications
outside the communication discipline. Initially, this book explores the multidisciplinary work
of speakers on language evaluations. Despite the study's practical conclusion, more recent
research and theorizing indicate that such generalizations can be limited only by assumptions
 13

and methodologies that neglect the complex process by which linguistic attitudes are
revealed. A changing definition of the speaker assessment process will be discussed in a new
paradigm. The field evaluation concludes with recommendations for future research.

Cargile, A., & Giles, H. (1997). Understanding language attitudes: Exploring listener affect
and identity. Language & Communication, 17(3), 195-217. Doi: 10.1016/s0271-
5309(97)00016-5

The writer understands that language provides more than standard reference
information; It is a strong social force. People will react to grammar and paralyze input
improvements for good or bad if they reflect the speaker's personal and social characteristics.
For example, an American can believe that an alien is "cultivated," "refined," only because
the dialect is known as British because language beliefs can favor social interaction. In
contexts central in the decision-making phase of social language attitudes, they reflect an
interesting communication phenomenon that must be examined. Assessing listeners' answers
to speech discrepancies often infer linguistic attitudes.

However, a study of information processing shows that speaker evaluations can often
be subject to the conditions under which listeners produce their views. If so, caution should
be taken to use these evaluations as a language exam. A test in which speakers were
continuously evaluated in a systematic study of language attitude was performed to determine
the data processing's potential influence on speech evaluations. The results showed that the
African-American Vernacular speaker was affected by the tests. The following experiment
indicates that these observations probably have an altered cause.

McGroarty, M. (1995). Language attitudes, motivation, and standards. Socio-linguistics and

Language Teaching, 3-46. Doi: 10.1017/cbo9780511551185.004

An individual part of social acceptance is language. Language, The author quotes

Anzaldúa testimony regarding the fundamental association between dialect and
individualism, a correlation concerning the legal usage of the speaker's languages while they
have normal relationships. The comments of the author display respect for all dialects used in
the cultures they teach. At the same time, language in all school settings is always medium
and comprehensive research. Therefore, teachers must acquire native reading skills or skills
in l2 regarding those aspects of language teaching. How can instructors do their work and
appreciate the dialects and uniqueness of dialect students present in learning institutions and
building new dialect skills at the same time? How can teachers enable them to achieve a
 14

master's degree to gain more resources and personal fulfillment if they wish? Teachers
questioned for several years if different students were incredibly interested in a course, while
others were differentiated by history, pedagogical preparation, and competence.

Shehata, A. (2015). Problematic Arabic Consonants for native English Speakers: Learners’
Perspectives. International Journal of Educational Investigations, vol. 2(9). Retrieved
from http://www.ijeionline.com/

This paper explores and interprets the significance and complexity of 107 adult
English speakers living in the United States and their views on the fundamental factors in
their Arabic learning as a consonant. A questionnaire comprising three primary sections on
their backgrounds, information, and beliefs was completed in all subjects. Research suggests
that for students with various complex sonorities, Arabic is an essential language. Although
pharyngeal zed consonant phonemes are considered hard to perceive and acquire, all students
see the pharyngeal zed consonant phoneme as the most difficult Arabic consonant to attain.
The most significant thing is also found in students' motivation, their actions with mother-
talks, and Arabic consonants' learning. However, the ability to mimic and musically hear
other person talents are less effective. Future studies have insights, conclusions, and
suggestions.
 15

Summary

Each study summary presented enhances the importance of vocabulary in all aspects
of life. Language is culture, sentiments, religions, and values. The notion of mood and
enthusiasm was thoroughly studied to determine the activities when you learn a second
language. Most researchers believe that mood and excitement lead in one direction to a
second language learning experience.

Methodology

The methodology adopted for this analysis is a quantitative descriptive empirical

approach. The questionnaire members' answer manages questions. After the participants
answer questions, the answers are g are provided. The population, methods, data collection,
and analysis of the test are thoroughly explored.

Study population

The research objective is demographic of military contractors who speak English and
work in Jeddah, Saudi Arabia. Without knowing Saudi Arabia, they have come to the country
like many other experts and speak English as a second language.

Study Sample

Random collection to produce a more factual conclusion used by all the people is the
perspective employed for this review. A total of 203 foreign contractors employed and called
the local people from different ages (N= 203) engage in the study.

Instrument

The data collection method used in the survey is a questionnaire. The questionnaire includes
material on participants' attitudes towards Saudi people, Arabic literacy, and integrative and
instrumental motivation. Gardner and his associates' adaptation is a research tool developed
to assess critical effective compounds found in the L2 learning Attitude/Motivation test
battery (AMTB).

Data Collection

The survey was conducted in 2021, and the investigator was collaborated by English-
speaking military contractors to complete the survey. The questionnaire was confidential so
as not to ask participants to respond in any way, thus making data more accurate.
 16

Data analysis and Results

The questionnaire

The following segment represents the questionnaires on Arabic and Saudi citizens' mindset
and the inclusive and instrumental inspiration for Arabic. Participants were asked to respond
to sixteen items on a 2 point Yes or No Likert scale; 1= Yes, 2= No

Table 1. Truth values for the four-factor questionnaire

Factor Yes No
1st factor: Are the English-speaking contractors in Jeddah motivated to
learn the Arab dialect?

2nd factor: Are English-speaking military contractors in Jeddah

integrative and influential in their motivation to learn Arabic?

3rd factor: Are the attitude levels of the English-speaking military

contractors about speaking Arab high?

4th factor: Do the English-speaking military contractors have positive

views against Saudi's?

Attitudes towards Saudi People

Table 2. Truth values for the questionnaire items for attitudes towards Saudi People.

No Statement Yes No
.
1 The people of Saudi are very kind and welcoming.
2 I admire the Saudi people.
3 Foreigners should be more involved in learning the Saudi dialect.
4 The Saudi dialect is beautiful and worth learning.

Attitudes towards learning Arabic

Table 3. Truth values for questionnaire items for attitudes towards learning Arabic

No Statement Yes No
.
5 It would be the greatest pleasure to learn Arabic
 17

6 Even if the locals understood English, I would still want to study Arabic.
7 Studying Arabic poses great significance for my career
8 I plan to Make the Arabic dialect pivotal to my plans.

Integrative Orientation

Table 4. Truth values for questionnaire items for integrative orientation.

No Statement Yes No
.
9 Learning Arabic is of benefit to me because it enables me to collaborate
easily with Saudis.
10 Learning Arabic is vital because it allows me to understand the culture
of the Saudis.
11 Conversation with varied people is crucial. That is why I must study the
Saudi dialect.
12 Participating openly in Saudi cultural events is important to me. That is
why I must study the dialect.

Instrumental Orientation

Table 5. Truth values for questionnaire items for instrumental orientation.

No Statement Yes No.

.
13 Learning Arabic is crucial for my job, so it must be crucial to me.
14 If learning Arabic is made mandatory to get a job, then it would be
essential for me to
15 If more knowledge of Arabic and other languages commands respect
from people, it would be necessary.
16 If my career hangs on the ability to learn and interpret Arab, then it
would be essential for me to
To determine the final value that fosters motivation and attitude towards learning the Arab
dialect and subsequent. the mean value of the number of truth values would be calculated

Answers to Research Questions

Research Question # 1

Are the English-speaking contractors in Jeddah motivated to learn the Arab dialect?
 18

The comprehensive study revealed that there were comparatively high morale and
disposition among military English speakers. These results provide an overview of the non-
ability of Arabic to learn Arabic. The comparatively high level of optimism among military
entrepreneurs is not Arabic. These results reinforce the fact that excitement and mood are just
predictors of language education and do not contribute inherently to top linguistic education.
Some studies have reported in their analysis that behaviors and enthrallment are, in many
cases, the best predictors of second language learning. But they felt their studies could give
the overall results more qualifications.

They concluded that an overall positive perspective could be a requirement for second
language learning success but not necessary. In the present research, there has been a further
review of the fact that there was no possible interaction among two of the significant
variables of the sample; motivation and the intensity of the interpretation were found to be
significant, although the relation between the two main variables was minimal and positive.
States that you can opt to learn a language for reasons that show an inclusive choice, but there
is no reason. We also want to learn about motivations classified as tools, but this does not
represent motivation without motivating features. If you're motivated, you can participate,
carry on your work, manage projects, show your will to reach the goal, etc. While foreign
contractors don't speak Arabic, they have a relatively high desire to learn Arabic. This may be
because, despite their skills, they don't try to study Arabic.

Research Question #2

Are English-speaking military contractors in Jeddah integrative and influential in their

motivation to learn Arabic?

The research material results indicate that military contractors in English speaking in
Saudi Arabia are more inclusive than instrumental in Arabic learning, especially in Jeddah.
One finding that may be relevant from several documents was that an Arabic analysis would
allow a contractor to get more familiar with Saudis. Therefore, the second-highest item
corresponds to the previous item. Military contractors support the need to study Arabic
because it helps people talk to different people. This ensures that military contractors who
know English understand the need to learn Arabic to stay comfortably.

The high level of agreement among military contractors on inclusive guidance is

consistent with numerous studies which show that integrative guidance is valued for an L2 as
a leading power. Military English speakers who are very egalitarian in their jobs are justified,
 19

as their role involves much contact with residents. Contractors must be able to talk
appropriately to direct them to communicate with military workers in some cultural contexts.
That means they and their employees learn more in exchange. They also feel the need to learn
their mother tongue to communicate effectively with their fellow employees.

Research Question # 3

Are the attitude levels of English-speaking military contractors about speaking Arab high?

The results of the review suggest that language learning usually is positive. Literature
in this area means that fruitful language learning cannot in one direction or another be
foreseen except in positive ways. It can also be concluded that military English speakers'
relatively positive approach to Arabic is not the only condition for enhancing dialect
understanding, effort, and persistence, along with other considerations.

Research Question #4

Do the English-speaking military contractors have positive views against Saudi's?

Various studies on the impact of language attitude on language learning for

indigenous people were conducted. Students who speak English positively have a good
outlook towards English learning. The driving variables, actions, motivation, and second
language learning have significant associations. Although statistically, the correlations were
not very solid, they were significant.

Various researchers have argued that a particular language has a positive or negative

outlook. Few students may have a cynical second-language perspective. But in general, their
determination to win over people in the party is increased by a positive mindset. In some
cases, it can be concluded that adverse effects can contribute to some language activists'
learning. Provided that the Saudis are the cause of the study and that military contractors in
English have shown the lowest average score of all motivation and attitude measures, the
military and Saudis' culture gaps may be significantly influenced by lousy percentage.

Recommendations

1. Arabic language institutes should take into account the English-speaking

military contractor's propensity for integrative inspiration.
 20

2. Administration of the Arab states, particularly in Saudi Arabia, should move

immediately enforce an initiative to mandate Arab dialect learning for foreign
workers so that before they access the region's resources, they should communicate
with the locals.
3. National institutions and policy-makers must work together to give migrant
employees time to learn the country’s dialect before embarking on work.
4. Patrons are allowed to invest in expatriate employees by offering Arab dialect courses
or financial support for group language training courses.
5. Further study is suggested into overcoming the vast difference between the morale of
the military English-speaking contractor and their reflections of attitudes.

Conclusion

Finally, this research gave insights into international employees. It encouraged them
to learn the host nation's language, particularly foreign personnel who work in areas that
require daily contact with their local citizens. Such an investigation is being made in Jeddah
by military English-speaking entrepreneurs. Moderately high incentives may be an essential
source of knowledge for contractors to implement similar activities or experiences that
facilitate an enabling learning environment. English-speaking military contractors and
specialist encouragement must be informed to be successful language students. Finally, this
report gives valuable insight and evidence for organizations and policy-makers to draw on
their language policies. While not any other contractor and employee may provide a source of
evidence in this study, the researcher is persuaded that the results have relative coverage and
essential importance for the authorities or scientists concerned.
 21

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