EFFECTS OF MOTIVATIONAL STRATEGIES ON ESL LEARNERS’ PROFICIENCY: A STUDY OF GRADUATE STUDENTS

Abstract

The study explores the effects of motivational strategies on ESL learners’ proficiency in learning directly from the perceptions of various important L2 motivational concepts (By Gardner’s instrumental motivation to Dornyei’s self-motivational system of L2) and the idea of ESL/EFL. 400 ESL learners from Govt. universities of Division Bahawalpur, Pakistan, participated in this survey study. The self-developed questionnaire as a research tool was employed to collect the data and data was analyzed by SPSS. The outcomes express that the majority of the participants studied English for instrumental and integrative orientations, as well as intrinsic motivation and the ideal L2 self, but not for external pressure and to L2 self. Integrative motivation, which has been rooted in L2 motivation research for decades, is reexamined in this study, especially with the current significant position of the English language in the world. This research will consider possible implications for English language professionals to re-conceptualize and re-approach EFL learners' motivation to study English. The findings show that students are motivated towards learning but their motivation is depend upon their own control of beliefs not merely with teachers