Motivation of Learning English Language by The Administrative and Academic Support Staff at Workplace in A Private Sector University in Karachi

Abstract

Introduction: Recently, institutions have promoted English language ability among personnel to improve communication with students and professors. Many employees may lack motivation to learn or use English at work. Language learning motivation might be integrative, instrumental, or both. This study examines administrative and academic support staff's English learning motivation at a Karachi private institution. Problem Statement: Some university staff may lack motivation to study English, despite its relevance. Staff English language acquisition strategies can benefit from understanding motivation. Methodology: This quantitative study assessed administrative and academic support staff English learning motivation. Data was acquired using a modified Kitjaroonchai (2012) questionnaire. Participants' motivation mean scores were interpreted using Degang (2010). Mean scores and standard deviation were used in data analysis. Results/Findings: The study found that most participants were very motivated to learn English interactively and instrumentally. This implies that Karachi's private university's administrative and academic support staff value language acquisition. Future Direction: Future research could identify the causes of this study's high motivation. Interventions to improve English language learning and staff assistance could also be tested. Understanding and tackling motivation hurdles can help university personnel learn English