Abstract
Drawing upon the data from 547 ESL learners in Pakistan, this study presents a complex picture of L2 learning motivation by means of descriptive as well as inferential analyses. The results show that no single factor predicts L2 learning motivation for the target population. Language learning experience, international orientation, ideal L2 self and instrumentality all work interconnected to motivate ESL learners. English as an international language has a strong influence on ESL learning for Pakistani learners with their colonial past. This study suggests that teachers have to focus on attitudinal, situational and self-related factors to keep their students motivated for a long time process of L2 learning. Keyword: L2 learning motivation, Dynamic process, Pakistan, EIL
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