MOTIVATIONAL ORIENTATIONS AND THE MOTIVATION OF PAKISTANI ESL LEARNERS: A REVIEW
Abstract
The aim of this paper is to review the literature and exemplify the manifestation of integrative and instrumental motivational orientations in Pakistan’s ESL learners with reference to Gardner’s Socio-Educational model. It delineates issues that impede the motivational process and contextual elements with motivational factors that could provide new insights to help practitioners plus policy makers to determine and address contemporary concerns in the holistic learning of English. The study principally sheds light on the current state of motivation in Pakistani ESL students, projecting a need to revise the English language curricula to more inclusive ones at all academic tiers; construct collegial classrooms; modify the practiced didactic approaches and focus on development of contextually suitable contents as some of the initiatives that need to be taken into consideration for nurturing students’ and teachers’ motivation in alignment with the model. The present study majorly proposes the need to utilize the Attitude/Motivation Test Battery (AMTB) for comprehensive analysis of students’ motivation and it provides an adapted simplified version of AMTB that can be used to examine Pakistani ESL students’ motivation, and further tested in other similar contexts.
Key Words: ESL, instrumental, motivational orientations, integrative, language learning.
Cite as: Jafri, U. A. (2022). Motivational orientations and the motivation of Pakistani ESL learners: A review. Journal of Nusantara Studies, 7(1), 221-242. http://dx.doi.org/10.24200/jonus.vol7iss1pp221-242
References
Ahmed, M., Aftab, M., & Yaqoob, H. (2015). Students’ motivation toward English language learning at undergraduate level. Advances in Language and Literary Studies, 6(3), 230-238.
Ali, I., & Ahmed, A. (2019). A study of the ESL students’ motivational orientations: A case of public and private schools. European Online Journal of Natural and Social Sciences, 8(1), 188-198.
Al-Ta'ani, M. H. (2018). Integrative and instrumental motivations for learning English as a university requirement among undergraduate students at Al-Jazeera University/Dubai. International Journal Of Learning and Development, 8(4), 89-105.
Anam, I., Rizwan, A., Ali, H., & Mughal, W. (2019). Factors affecting the motivation level of undergraduate ESL learners at University of Sargodha, Pakistan. Modern Journal of Language Teaching Methods, 9(2), 1-12.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Longman.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
Dilshad, M., Nausheen, M., & ahmed, Z. (2019). Impact of students’ motivation for learning English on their achievement at secondary level. Pakistan Journal of Social Sciences (PJSS), 39(2), 689-696.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4(1), 43-69.
Dornyei, Z. (2001). Teaching and researching motivation. Pearson Education Limited.
Ellis, R. (1985). Individual learner differences and second language acquisition. In J. Arabski & A. Wojtaszek (Eds.), Understanding second language acquisition (pp. 99-126). Oxford University Press.
Ershad, Q., Shiraz, M., & Qaisar, S. (2020). Language learning beliefs of second language learners at graduate level in Pakistan. Global Language Review, V(1), 104-112.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Gardner, R. C. (2001). Integrative motivation and second language learning. In Z. Dornyei & R. D. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-20). University of Hawaii Press.
Gardner, R. C., & Lambert, W. E. (1972). Motivational variables in second language acquisition. In R. C. Gardner & W. E. Lambert (Eds.), Attitudes and motivation in second language learning (pp. 119-216). Newbury House.
Gardner, R. C., & Tremblay, P. F. (1995). Expanding the motivational construct in language learning. The Modern Language Journal, 79(4), 505-518.
Hussain, M. S., Salam, A., & Farid, A. (2020). Students' motivation in English language learning (ELL): An exploratory study of motivation-al factors for EFL and ESL adult learners. International Journal of Applied Linguistics and Literature (IJALEL),
9(4), 15-28.
Hussain, S., Akram, M., & Hussain, M. A. (2021). Effects of motivational strategies on ESL learners' proficiency: A case study of graduate students. Pakistan Journal of Educational Research, 4(1), 264-281.
Islam, M. (2019). Learning experiences and motivation of undergraduate students in Pakistani EFL classrooms:A qualitative study. Bulletin of Education and Research, 41(1), 221-234.
Islam, M., Lodhi, A. S., & Khan, A. (2020). Future L2 selves of Pakistani learners of English: A qualitative perspective. Linguistics and Literature Review, 6(1), 39-55.
Kakar, S., & Pathan, Z. (2017). Exploring the motivational strategies practiced by Pakistani EFL teachers to motivate students in learning English language. International Journal of English Linguistics, 7(2), 117-123.
Khan, M. Y., Raza, S. A., & Sibtain, M. (2021). Online learning and motivational strategies in the backdrop of COVID-19: An EFL perspective on teachers and students’ perceptions at tertiary level in Pakistan. Sir Syed Journal of Education and Social
Research (SJESR), 4(1), 135-147.
Khan, T. J., Sani, A. M., & Abdullah, S. S. (2016). Exploration of instrumental and integrative motivation for reading English as a second language among second year pre-university students of government college, Lahore (Pakistan). Open Journal of
Social Sciences, 1(1), 69-76.
Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford University Press.
Lukmani, Y. (1972). Motivation to learn and language proficiency. Language Learning, 22(1), 261-273.
Macintyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564-576.
Mansoor, S. (2002). Culture and teaching of English as a second language for Pakistani students. The English Teacher, XXXI(1), 35-44.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23-34.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
Rahman, T. (2002). Language-teaching and power in Pakistan policies. http://www.linguapax.org/wpcontent/uploads/2015/07/CMPL2002_T2_TariqRahman.pdf
Rozmatovna, A. O. (2020). The influence of integrative motivation and instrumental motivation on learning English as a foreign language. Journal of Critical Reviews, 7(12), 942-945.
Shah, S. H., & Naveed, S. (2020). Effects of teachers’ motivation on students’ learning English in public elementary schools of Pakistan. Journal of Education and Practice, 11(4), 41-49.
Shamim, F. (2011). English as the language for development in Pakistan: Issues, challenges and possible solutions. In H. Coleman (Ed.), Dreams and realities: Developing countries and the English language (pp. 291-309). British Council.
Shamim, F., & Rashid, U. (2019). The English/Urdu-medium divide in Pakistan: Consequences for learner identity and future life chances. Journal of Education and Education Development, 6(1), 43-61.
Siddiqui, K. A. (2020). Analyzing factors influencing the paragraph organization in English language writing of intermediate students. International Journal of Teaching and Learning in Higher Education, 32(1), 99-106.
Tatlah, I. A., Amin, M., & Nawaz, H. (2005). Factors affecting students’ motivation level to learn English as a second language in the Pakistani university context. Journal of Research and Reflections in Education, 9(2), 103-115.
Ugla, R. L. (2021). Motivation toward English language learning among students of different fields of study: A case of Iraqi University students. Arab World English Journal, 12(1), 139-151.
Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Authentik.
Wang, D. (2016). A study on students’ instrumental motivation for English. Atlantis Press.
Yulfi, Y., & Aalayina, A. (2021). Students' motivation in learning English. Linguistic, English Education and Art (LEEA) Journal, 4(2), 401- 413.
Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: The mediating role of foreign language enjoyment. Sustainability, 12(1), 1-13.
Ali, I., & Ahmed, A. (2019). A study of the ESL students’ motivational orientations: A case of public and private schools. European Online Journal of Natural and Social Sciences, 8(1), 188-198.
Al-Ta'ani, M. H. (2018). Integrative and instrumental motivations for learning English as a university requirement among undergraduate students at Al-Jazeera University/Dubai. International Journal Of Learning and Development, 8(4), 89-105.
Anam, I., Rizwan, A., Ali, H., & Mughal, W. (2019). Factors affecting the motivation level of undergraduate ESL learners at University of Sargodha, Pakistan. Modern Journal of Language Teaching Methods, 9(2), 1-12.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Longman.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
Dilshad, M., Nausheen, M., & ahmed, Z. (2019). Impact of students’ motivation for learning English on their achievement at secondary level. Pakistan Journal of Social Sciences (PJSS), 39(2), 689-696.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4(1), 43-69.
Dornyei, Z. (2001). Teaching and researching motivation. Pearson Education Limited.
Ellis, R. (1985). Individual learner differences and second language acquisition. In J. Arabski & A. Wojtaszek (Eds.), Understanding second language acquisition (pp. 99-126). Oxford University Press.
Ershad, Q., Shiraz, M., & Qaisar, S. (2020). Language learning beliefs of second language learners at graduate level in Pakistan. Global Language Review, V(1), 104-112.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Gardner, R. C. (2001). Integrative motivation and second language learning. In Z. Dornyei & R. D. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-20). University of Hawaii Press.
Gardner, R. C., & Lambert, W. E. (1972). Motivational variables in second language acquisition. In R. C. Gardner & W. E. Lambert (Eds.), Attitudes and motivation in second language learning (pp. 119-216). Newbury House.
Gardner, R. C., & Tremblay, P. F. (1995). Expanding the motivational construct in language learning. The Modern Language Journal, 79(4), 505-518.
Hussain, M. S., Salam, A., & Farid, A. (2020). Students' motivation in English language learning (ELL): An exploratory study of motivation-al factors for EFL and ESL adult learners. International Journal of Applied Linguistics and Literature (IJALEL),
9(4), 15-28.
Hussain, S., Akram, M., & Hussain, M. A. (2021). Effects of motivational strategies on ESL learners' proficiency: A case study of graduate students. Pakistan Journal of Educational Research, 4(1), 264-281.
Islam, M. (2019). Learning experiences and motivation of undergraduate students in Pakistani EFL classrooms:A qualitative study. Bulletin of Education and Research, 41(1), 221-234.
Islam, M., Lodhi, A. S., & Khan, A. (2020). Future L2 selves of Pakistani learners of English: A qualitative perspective. Linguistics and Literature Review, 6(1), 39-55.
Kakar, S., & Pathan, Z. (2017). Exploring the motivational strategies practiced by Pakistani EFL teachers to motivate students in learning English language. International Journal of English Linguistics, 7(2), 117-123.
Khan, M. Y., Raza, S. A., & Sibtain, M. (2021). Online learning and motivational strategies in the backdrop of COVID-19: An EFL perspective on teachers and students’ perceptions at tertiary level in Pakistan. Sir Syed Journal of Education and Social
Research (SJESR), 4(1), 135-147.
Khan, T. J., Sani, A. M., & Abdullah, S. S. (2016). Exploration of instrumental and integrative motivation for reading English as a second language among second year pre-university students of government college, Lahore (Pakistan). Open Journal of
Social Sciences, 1(1), 69-76.
Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford University Press.
Lukmani, Y. (1972). Motivation to learn and language proficiency. Language Learning, 22(1), 261-273.
Macintyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564-576.
Mansoor, S. (2002). Culture and teaching of English as a second language for Pakistani students. The English Teacher, XXXI(1), 35-44.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23-34.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
Rahman, T. (2002). Language-teaching and power in Pakistan policies. http://www.linguapax.org/wpcontent/uploads/2015/07/CMPL2002_T2_TariqRahman.pdf
Rozmatovna, A. O. (2020). The influence of integrative motivation and instrumental motivation on learning English as a foreign language. Journal of Critical Reviews, 7(12), 942-945.
Shah, S. H., & Naveed, S. (2020). Effects of teachers’ motivation on students’ learning English in public elementary schools of Pakistan. Journal of Education and Practice, 11(4), 41-49.
Shamim, F. (2011). English as the language for development in Pakistan: Issues, challenges and possible solutions. In H. Coleman (Ed.), Dreams and realities: Developing countries and the English language (pp. 291-309). British Council.
Shamim, F., & Rashid, U. (2019). The English/Urdu-medium divide in Pakistan: Consequences for learner identity and future life chances. Journal of Education and Education Development, 6(1), 43-61.
Siddiqui, K. A. (2020). Analyzing factors influencing the paragraph organization in English language writing of intermediate students. International Journal of Teaching and Learning in Higher Education, 32(1), 99-106.
Tatlah, I. A., Amin, M., & Nawaz, H. (2005). Factors affecting students’ motivation level to learn English as a second language in the Pakistani university context. Journal of Research and Reflections in Education, 9(2), 103-115.
Ugla, R. L. (2021). Motivation toward English language learning among students of different fields of study: A case of Iraqi University students. Arab World English Journal, 12(1), 139-151.
Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Authentik.
Wang, D. (2016). A study on students’ instrumental motivation for English. Atlantis Press.
Yulfi, Y., & Aalayina, A. (2021). Students' motivation in learning English. Linguistic, English Education and Art (LEEA) Journal, 4(2), 401- 413.
Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: The mediating role of foreign language enjoyment. Sustainability, 12(1), 1-13.
Published
2022-01-13
How to Cite
Jafri, U. A. (2022). MOTIVATIONAL ORIENTATIONS AND THE MOTIVATION OF PAKISTANI ESL LEARNERS: A REVIEW. Journal of Nusantara Studies (JONUS), 7(1), 221-242. https://doi.org/10.24200/jonus.vol7iss1pp221-242
Section
Articles
