The ought-to L2 self was stable, as it did not yield significant group differences and appeared marginal across different groups of learners. ESP students not only had a higher ideal L2 self and intended learning efforts but also more positive attitudes toward learning English than EGP students. The data analysis revealed a significant relationship between learners' motivation and the type of English course. A total of 4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online questionnaire, and 21 students were interviewed. This design allowed for an in-depth understanding of learners' motivation and how the types of English courses varied in their effect on motivation. A mixed-methods design was employed with a primary quantitative phase (a questionnaire) accompanied by a concurrent supplementary qualitative phase (semi-structured interviews) to assess the relationship between L2 motivation (focusing on L2 motivational selves) and the type of English course attended. To comprehensively examine motivation in these courses, the study assessed other motivational and attitudinal variables as well. The study explored L2 motivation's relationship to the type of English course (i.e., ESP and EGP) and English course achievement. Drawing on relevant psychological theories and previous research in the L2 field, the model has been conceptualised to explain L2 motivation through three components: ideal L2 self, ought-to L2 self, and L2 learning experience. The present study used Dornyei's (2005, 2009a) L2 motivational self system as the main theoretical framework.
In addition, although numerous studies have used the concept of future L2 self, research has not targeted the motivation of ESP learners from an L2 self perspective. However, such claims have not been based on empirical research, and an increasing number of ESP courses are offered despite a lack of information about their effect on motivation. Some scholars assert that ESP courses are more relevant to learners' needs (e.g., academic, professional, etc.) and interests, profoundly increasing their motivation to learn the language. The existing literature suggests that ESP courses are more likely to engender higher levels of motivation than other types of English courses, i.e., English for general purposes (EGP). Despite considerable research on language learning motivation, it is unclear what the effect of English for specific purposes (ESP) courses have on language learning motivation and particularly learners' future L2 selves. Recent research has shown that learners' future second-language (L2) selves (i.e., visual mental imagery of desirable future self-images as competent L2 users) can influence the learning process and, more importantly, act as a driving force of language learning motivation. The major findings of the study are 1) the textbooks contained some obvious gender bias and imbalance 2) males were predominant whereas females were completely absent or marginalized 3) females’ pictures and participations in dialogues were very limited 4) dialogues were largely male-male predominant and were about various topics 5) males signed to gender roles significantly higher and more aggressive 6) in contrast, females had weaker roles and never shown as symbolic or even significant social figures. To achieve the study goals, a mixed method was used Content Analysis and a compiling quantitative data in which the corpus of the two English textbooks were analyzed and frequencies and percentages of gender appearances and activities were also calculated. The current study aimed to investigate the gender roles in the two major English language textbooks widely used by Saudi female high school students, namely Traveller 1 and Traveller 2, which has been taught since 2013. In an era of rapid and sustainable alterations, Saudi Arabia are now going through transformation in gender roles and opportunities.
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