THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG UNIVERSITY STUDENTS IN PAKISTAN
DOI:
https://doi.org/10.5281/zenodo.18050964Keywords:
English Learning, ESL, Integrative Motivation, Instrumental Motivation, Motivation, PakistanAbstract
The purpose of this study is to investigate the role of motivation in English language learning among university students in Pakistan. Motivation is a fundamental factor in the teaching and learning process and significantly influences the achievement of learning objectives. This study adopted a quantitative research design and employed a three-point Likert scale questionnaire to collect data from 200 first-year students enrolled in Pakistani universities. The questionnaire included 10 items evenly distributed between instrumental and integrative motivation. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS). The analysis procedure included testing the questionnaire’s validity and reliability using the Pearson correlation coefficient and Cronbach’s alpha (α). The findings revealed a high level of both instrumental and integrative motivation among Pakistani university students learning English as a second language (ESL), with overall mean scores of 2.71 and 2.70, respectively. Students exhibited a strong desire to learn English, highlighting its importance for both practical (instrumental) and personal/cultural (integrative) purposes. The study recommends that ESL courses, teaching methodologies, teacher roles, and assessment strategies in Pakistani universities be enhanced to further motivate students to view English as an essential tool for achieving academic, professional, and personal goals.
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Copyright (c) 2025 Farhana Yasmeen Qadri, Fatima Hashmi , Saqib Abbas (Author)
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