The Nexus Between Motivational Constructs and English Language Attainment: A Study of Pakistani ESL Learners

https://doi.org/10.5281/zenodo.19368066

Abstract

This study examines the role of intrinsic and extrinsic motivational factors in influencing English language proficiency of Pakistani ESL students. The study is based on the Socio-Educational Model and Self-determination Theory of learning, with Gardner (1985) and Deci and Ryan (1985/2000) respectively, and its design is quantitative and cross-sectional: it focuses on the role of different motivational factors in determining the outcomes of language learning. Six hundred undergraduate students (600) of both public and private universities were sampled using a structured questionnaire and analyzed using descriptive statistics, correlation, multiple regression and ANOVA. Results have shown that intrinsic and extrinsic motivation has a significant correlation with English proficiency; intrinsic motivation has been found to be the best predictor of English proficiency. There were also gender and institutional variations where female students showed greater intrinsic motivation and privately-owned university students expressed better extrinsic motivation. These findings are important to point out the necessity of pedagogical changes that lead to student-centered and motivation-based teaching in ESL classes. This research emphasizes the importance of motivation in the process of language acquisition and suggests, based on evidence, the policies which should be adopted by the educator and policymaker to increase the ESL proficiency by applying specific motivational techniques. With the aim of minimizing gender-specific differences in motivation, this study helps to create the more equitable and effective system of ESL education in Pakistan due to the consideration of the role of institutional context and socio-economic status.