Students' Motivation in English Language Learning (ELL): An Exploratory Study of Motivation-al Factors for EFL and ESL Adult Learners

Muhammad Sabboor Hussain,Aisha Farid,Abdus Salam

doi:10.7575/aiac.ijalel.v.9n.4p.15

Abstract

This study analyzed adult learners’ motivation in learning English from two diametrically different paradigms viz., the EFL (English as a Foreign Language) from Saudi Arabia and the ESL (English as a Second Language) from Pakistan. The quantitative tool of the 20-items questionnaire administered at 100 EFL learners and 100 ESL learners helped find out the factors impacting the adult learners’ intrinsic and extrinsic motivation resulting in their being amotivated, unmotivated, and highly motivated English language learners. The major findings are that the learners in both the EFL and the ESL contexts were found intrinsically motivated to learn the English language. However, the Saudi EFL students, unlike ESL learners, lacked extrinsic motivation due to i) lack of an environment conducive for English language learning and ii) social disapproval of the English language learning. The extrinsic factors lacking for ESL learners in Pakistan are the provision of highly motivated and trained teachers, well-equipped classrooms, financial rewards, and a conducive learning environment in the institutions. Based on the findings, the study recommends that teachers must be trained to involve the intrinsically motivated students in challenging and encouraging activities. The teachers engaged in teaching to Saudi EFL learners need to exert more to create an excellent learning environment in their class to motivate and encourage their students towards learning of the English language, and to waive off the negative impact of social disapproval of the language outside the classroom.

Highlights

Background and Significance of the StudyGenerally, motivation can be categorized into two major types: intrinsic and extrinsic motivation
The present study aims to compare the motivation level of Saudi EFL students with Pakistani ESL students based on five important aspects of motivation: learning environment, students’ passion for learning English as a second or foreign language, their desire for self-improvement, social approval and craving for achievement
If we analyze thoroughly, we find that 28% of Saudi EFL learners are indecisive about their performance in the exam, whereas this percentage is reduced to 18% in Pakistani ESL learners

Summary

Introduction

Motivation can be categorized into two major types: intrinsic and extrinsic motivation. The former is inbuilt that induces readiness in the individuals to accept any challenge without the expectation of any reward, whereas the latter is self-created one that is driven by external factors. The motivational factors vary in humans depending on the age group, the importance of the task taken up, the expected reward on its completion, and the impediments in its fulfillment. Adult learners’ motivation, especially in learning a foreign/second language depends on several factors. Learning a foreign or second language effectively, efficiently, and speedily is highly dependent on the desirable level of motivation

Methods

Results

Conclusion