Push-Pull Factors Influencing Saudi Women's Investment in English-Language Learning

Autor/inn/en	Mustafa, Rami; Hamdan Alghamdi, Amani K.
Titel	Push-Pull Factors Influencing Saudi Women's Investment in English-Language Learning
Quelle	In: Journal of Women and Gender in Higher Education, 13 (2020) 1, S.93-113 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hamdan Alghamdi, Amani K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
DOI	10.1080/26379112.2020.1732428
Schlagwörter	Foreign Countries; Females; English (Second Language); Second Language Learning; Economic Factors; Individual Development; Knowledge Level; Religious Factors; Islam; Womens Education; Higher Education; Language Usage; Gender Differences; Gender Bias; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ökonomischer Faktor; Individuelle Entwicklung; Wissensbasis; 'Women''s education'; Frauenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Geschlechterkonflikt; Geschlechterstereotyp; Saudi-Arabien
Abstract	This qualitative study investigated Saudi women's decision to invest in learning English as a Foreign Language (EFL). This exploratory study collected semi-structured interview data from nine Saudi women of varying ages and educational and professional backgrounds in seven Saudi Arabian cities. A thematic analysis of the data revealed a wide array of factors that informed women's discourse about pursuing English-language studies, culminating in two overarching themes: push factors and pull factors. Factors pushing them to learn EFL included self-development, economics, and transferring and pursuing knowledge. Factors pulling them to study EFL in Saudi Arabia included economics and Islamic (religious) concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01