L2 Motivation in ESP and EGP Courses - An Investigation of L2 Motivational Selves Among Learners of English in Saudi Arabia

Oct 15, 2026

This paper investigates how Saudi university students develop L2 motivation in ESP (English for Specific Purposes) and EGP (English for General Purposes) courses. It addresses a common argument that ESP fosters stronger motivation by aligning with learners’ needs and interests, noting that prior claims often lack empirical grounding. Using Dörnyei’s L2 Motivational Self System and an online survey of 4,043 students at four universities, the analysis finds motivation differences linked to course type.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Defining ESP and distinguishing it from EGP

Reported advantages of ESP effectiveness

| | OPEN ACCESS
Australian Journal of Applied Linguistics
ISSN 2209-0959
[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/) | | | --- | --- | --- | | Australian Journal ofApplied Linguistics, 2 (1), 1-16 (2019) [https://dx.doi.org/10.29140/ajal.v2n1.113](https://dx.doi.org/10.29140/ajal.v2n1.113) | | | | L2 Motivation in ESP and EGP Courses: An Investigation of L2 Motivational Selves Among Learners of English in Saudi Arabia | | | | Aser Altalib a, b
a Australian National University, Australia b Jouf University, Saudi Arabia
Email: [aaltalib@ju.edu.sa](aaltalib@ju.edu.sa) | | | Abstract This paper investigates the L2 motivation of Saudi university students in ESP (English for Specific Purposes) and EGP (English for General Purposes) courses. One of the common arguments about ESP courses suggests that they are more likely to generate higher levels of motivation than other types of English courses (i.e., EGP courses) . Some scholars (e.g., Basturkmen, 2010; Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987) hold this view, asserting that ESP courses are more relevant to learners’ needs and interests, which increases their motivation. However, none of these claims are based on empirical research; the present study aims to fill this gap. Using Dörnyei’s (2005, 2009) L2 Motivational Self System, 4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online survey. The analysis showed a significant relationship between learners’ motivation and their attended English course. The ESP group had higher ideal L2 selves and more positive attitudes towards the L2 learning experience than the EGP group, whereas the ought-to L2 selves were not significantly different. In addition, a multiple regression model was designed, and indicated that the two self-constructs had an impact on participants’ L2 achievements, either positively or negatively. Keywords: L2 motivational self system; Ideal L2 self; Ought-to L2 self; ESP; EGP; Saudi university students Introduction There is no doubt that ESP courses have played, and are still playing, a crucial role in English language teaching. Indeed, ESP courses have been an important element of English language teaching since the 1960s (Paltridge & Starfield, 2013) . In an attempt to define ESP, Hutchinson and Waters (1987) mention that ESP “must be seen as an approach not as a product”(p. 19) . In other words, ESP is not a type of teaching methodology nor a teaching material. Therefore, Hutchinson and Waters (1987) assert that ESP is one of the approaches that is related to language learning and is designed and based on the needs and interests of L2 learners. This means that the foundation of such approaches is related to why learners need the language. Thus, Hutchinson and Waters (1987) came up with a general definition of ESP, stating that ESP “is an approach to language teaching in which all decisions as to content and methods are based on the learner’s reason for learning”(p. 19). Similarly, Dudley-Evans (1998) asserts that ESP is mainly concerned with learners ’ needs and reasons for learning a language. This, however, raises a question: What makes ESP courses different from EGP courses? As mentioned above, ESP courses focus on the needs of a group of learners in distinct disciplines. This means that ESP courses are narrower in focus than EGP courses are. The content of ESP courses is concerned with the demands of a particular discipline or department (Hyland, 2006) . One example of the items covered in the content of a course targeting health science majors – and particularly learners of English specialising in nursing – is provided by Basturkmen (2010), who notes that “course content might involve items such as medical terminology, patterns of nurse–patient interaction, written genres such as patient records, items that are not in the communicative realm of those outside nurs

FAQs

What question does the study aim to address about ESP and EGP motivation?

It aims to provide empirical evidence for whether ESP courses generate higher L2 motivation than EGP courses, addressing claims that were not previously based on research.

How was the data collected for the investigation?

4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online survey based on Dörnyei’s L2 Motivational Self System.

What differences did the analysis find between ESP and EGP learners?

The ESP group showed higher ideal L2 selves and more positive attitudes toward the L2 learning experience than the EGP group, while ought-to L2 selves were not significantly different.

Oct 15, 2026

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