MOTIVATION AMONG PAKISTANI ENGLISH LEARNERS: A COMPARATIVE STUDY OF INTEGRATIVE AND INSTRUMENTAL ORIENTATIONS

Abstract

Motivation plays a significant role in second language acquisition. It has widely been studied across the globe. The existing research on motivation, in the postcolonial English-dominant countries like Pakistan, has focused on language policies, English medium schooling, and public attitude towards English language. The current study investigates motivational orientations in BS English students in Pakistan. Explicitly, the study intends to measure the relative strengths of integrative and instrumental orientations, their correlation with self-perceived achievements, and persistence, and the role of familial, cultural, and social influences in shaping motivation. The researcher utilizes Gardner’s (1985) socio-educational model of L2 motivation, and Dornyei’s (2005) L2 motivation system. The study uses a mixed-methods survey design. The quantitative data is collected through a structured questionnaire. The qualitative data is collected through open-ended questions. One hundred nineteen students have participated in the study. The quantitative results reveal that the participants have showed generally high levels of motivation across all orientations. Instrumental motivation (M = 4.14, SD = 0.81), with a little difference, is higher than integrative motivation (M = 4.06, SD = 0.80). This difference is not statistically significant. Both integrative, and instrumental orientations are found to be positively associated with self-perceived outcomes. The results also highlight noticeable social, cultural, and familial pressures that shape motivational orientations. The qualitative findings complement and confirm the quantitative results. The current study has pedagogical implications in Pakistani context. The classroom environments should amalgamate pragmatic orientations with intrinsic interest. It would result in better learning outcomes.