DR Pathan Thesis

Pathan, Habibullah (2012) A longitudinal investigation of Pakistani
university students' motivation for learning English. PhD thesis

http://theses.gla.ac.uk/4534/
Copyright and moral rights for this thesis are retained by the author
A copy can be downloaded for personal non-commercial research or
study, without prior permission or charge
This thesis cannot be reproduced or quoted extensively from without first
obtaining permission in writing from the Author
The content must not be changed in any way or sold commercially in any
format or medium without the formal permission of the Author
When referring to this work, full bibliographic details including the
author, title, awarding institution and date of the thesis must be given.
Glasgow Theses Service

http://theses.gla.ac.uk/
theses@gla.ac.uk
A Longitudinal Investigation of Pakistani University Students

Motivation for Learning English
By
Habibullah Pathan, BA (Hons)., MA., M Ed.
A Thesis Submitted in Fulfillment of the Requirements for the
Degree of Doctor of Philosophy (Ph.D.)
Supervised by:
Dr Esther Daborn and Prof Vivienne Baumfield
School of Education,
College of Social Sciences,
University of Glasgow
2012
Abstract
This study was designed to investigate what factors influence the motivation of
engineering university students in province Sindh of Pakistan to learn English. In
particular the study attempted to examine the shifting role of integrative motivation in
Pakistan by looking at motivational change in these students over the period from the
start to the end of the English language course at the university.
To investigate these factors, I adopted a longitudinal quantitative and qualitative
approach. The data were collected from the whole cohort of students who enrolled to take
the English language course at university (N=541). They completed questionnaires at two
points (1) at the start of the English language course and (2) at the end of the English
language course. In order to have further illustrative insights some students (N=15) were
interviewed at the beginning and at the end of the English language course. The
questionnaires and interview tools used in this study attempted to measure students
responses on 7 motivational factors (1) Instrumental Motivation (2) Integrative
Motivation (3) Parental Encouragement (4) English course specific motivational
components (5) English Teacher specific motivational components (6) English class and
use anxiety and (7) Identity and English learning. The background questions explored
students views on English learning experiences before coming to the university and
students perceptions of their English learning at university after English language
course.
The results indicate that of the multiple factors that motivate students to learn English,
the first among them is integrative motivation to become part of Pakistani community
and the Engineering community whose members speak English. The instrumental
motivation is for passing exams, raising status in society or to be successful engineer. The
perceptions show that parents, grandparents and English teachers play a vital role in this
process. The longitudinal nature of the study allowed a picture of motivation that changes
with the passage of time to emerge. At the beginning of English language course the
students were not confident about their English from their past experience, but were
nonetheless motivated to learn English. The students attitude to the University English
course is positive because they find the tasks in it relevant and interesting. At the end of
the English language course the students felt that their confidence had increased and their
anxiety had decreased. The background data show that the students come from a range of
backgrounds including public and private English and vernacular medium schools and
urban and rural areas of Sindh and because of this they have different learning
experiences and levels of success with English. At the end of the course, all of them felt
positive about learning English in order to become part of the professional community of
Engineers, both in Pakistan and internationally.
This suggests that the English language course at University has an equalizing effect and
the students confidence in the English course and positive expectation to achieve their
task of learning English raised their awareness of the progress they were making in
learning English.
Acknowledgements
I would like to thank Almighty Allah for the countless things He has bestowed me with. I
acknowledge gratitude and able guidance of my supervisor Dr Esther Daborn and Prof
Vivienne Baumfield, without whose support, valuable feedback, this thesis might not
have been completed. I consider my supervisors as academic parents who have been true
inspiration to me throughout my studies at University of Glasgow. I would also like to
thank them for their efforts to establish the Pakistani seminar group at the University of
Glasgow that helped me tremendously to share some of the useful ideas with my other
colleagues from different provinces of Pakistan.
I am greatly thankful to my parents Advocate Asadullah Pathan and Mrs Yasmeen who
always encourage and stand by me in difficult times. Their love keeps me motivated to
put extra efforts in my studies. I thank all my family (Shahla, Shazia, Nouman and
Zubair, Bashir and Shakeel) for their unconditional love and support.
Special thanks are due to my sponsor and employer Mehran University, Sindh, for
funding my studies abroad. I specially like to thank Prof. Dr. Abdul Qadir Rajput, Vice
Chancellor, MUET, for his support and encouragement throughout my professional
career at MUET. I thank the administration and the students at the Engineering
University for their help to be part of my research project. Special thanks are due to my
friend Niaz Soomro who helped me with my corrections and references; Dr Muir who
helped me with complex mathematical calculations and Mrs Myrtle Porch for her
guidance right from my Masters to PhD studies at the University of Glasgow.
Zoltan Dornyei, Gardner, Lambert, Chambers and Ushioda deserve special thanks who
inspired me and introduced to me through their books and articles with L2 motivation
research.
I specially like to thank Glasgow City and its people who were so helping and good that I
never felt homesick during my four years stay in Glasgow. Although I have sworn in to
abide by and love Pakistan, but my second home and love now is Scotland.
Contents
Page no.
Title Page
..i
Abstract
.ii
Acknowledgements
iv
Table of contents
.v
References
ix
Appendices
ix
List of tables ix
List of figures ix
Chapter 1: Introduction
1.1
Personal, Professional and Academic Motivation..01
1.2
From Masters to PhD level.........02
1.3
Background of the study.........03
1.3.1
Scope of the study.......03
1.3.2
Aims of the study....07
1.3.3
Research Questions....07
1.4
Organization of the Thesis..08
Chapter 2: English Language Teaching and Education in Pakistan
Part-1
2.1
English in Pakistan..09
2.2
Sociolinguistic Profile of Pakistan......09
2.3
History of English Language Contact: Pre Independence..10
2.3.1
Cultural Infiltration of English 1600-1757.....11
2.3.2
Exonormative orientation and colonial standing 1757-1905......11
2.3.3
English Replaces Persian........13
2.3.4
From Rejection to Acceptance of English..13
2.3.5
Anglo-Persian.14
2.4
History of English Language Contact: Post Independence......15
2.4.1
English in the Constitution of Pakistan........15
2.4.2
1947-1971.........16
2.4.3
1971-1977.............16
2.4.4
1977-1988.........17
2.4.5
1988-todate...........17
Part-2
2.5
Uses and Users of English in Pakistan........18
2.6
The profile of the role of English on ELT classroom in Pakistan...........20
2.6.1
English and Vernacular Medium Schools in Pakistan........20
2.6.2
Higher Education in Pakistan..........22
2.6.3
The Higher Education Commission of Pakistan......23
2.6.4
The English Language Teaching Reforms Project of HEC Pakistan.......24
2.6.4.1 Programs Under ELTR project.........26

2.7
Materials and Models of English teaching.......27
Part-3
2.8
English at Engineering University .....28
2.8.1
Profile of Engineering University.......28
2.8.2
ELT at MUET Jamshoro.....29
2.8.3
Phase-1 of ELT at Engineering University.....30
2.8.4
2.8.5
2.8.6
English Language Course at Engineering University.34
2.8.6.1 Overall English Course...39

2.8.6.2 Assessment.................43
2.9
Summary................44
Chapter 3: Second Language (L2) Motivation Research

3.1
Introduction.............46
3.2
Defining L2 Motivation..46
3.2.1
Theoretical Framework47
3.3
Perspectives on Motivation.....48
3.3.1 Three phases of L2 motivation research......49

3.3.1.1The Socio psychological period (1959-1990)..49
3.3.1.2 The Cognitive-Situated Period (1990s)..50
3.3.1.3 New Approach (Temporal Dimension)
(After 1990s)....52
3.4
Gardners Motivation theory and Integrativeness....53
3.5
The Socio-Educational Model.................54
3.5.1 Four Class of Variables (Gardners Socio Educational Model).......57
3.6
Attitude Motivation Test Battery (AMTB).......58
3.7
Trembley and Gardners Model....59
3.8
Expectancy Value Theory in L2 Motivation.....59
3.10
Clement Socio-Context Model of L2 Learning.....61
3.11
Self Determination Theory and L2 Motivation.........63
3.12
Temporal Dimension of L2 Motivation.....63
3.12.1 Ushioda Research on Time/Motivation.....................63

3.13
Dornyeis and Ottos process model of L2 motivation......64
3.14
Dornyeis Motivational Framework.......67
3.14.1 Language Level......68

3.14.2 Learner Level......68
3.14.3 Learning Situation Level........69
3.15
Redefining L2 Motivation......71
3.16
Summary of Conceptualization of motivation research....71
3.17
Summary.....74
Chapter 4: Research Methodology

4.1
Introduction to the Chapter............76
4.2
Aims of the research..76
4.3
Research Questions76
4.4
Research Methodology..77
4.4.1 Quantitative and Qualitative..77

4.4.2 Quantitative Research....78
4.4.3 Qualitative Research......79
4.4.4 Mixed Method ......79
4.4.5 Longitudinal Research...81
4.5
Research Design....81
4 5.1 Instrumentation..82
4.5.2 L2 Motivation Questionnaires...82
4.5.3 Rating Scale.......85
4.5.4 Likert Scale......86
4.5.5 Interviews....86
4.5.6 Semi-Structured Interviews.....87
4.6
Participants and Sampling......87
4.6.1 Study Site.....87

4.6.2 Participants......88
4.7
Procedure...89
4.7.1 Pilot Study of the Questionnaire............89

4.7.2 Main Study of the Questionnaire...........91
4.7.3 Main Study of the Interviews.........93
4.8
Analyses techniques...94
4.8.1 Processing Questionnaire data.......................94

4.8.2 Reliability of Questionnaires.....96
4.9
Potential Ethical Issues......98
4.10 Summary.......99
Chapter 5: Findings: Presentation and Analyses

Part-1
5.1
Introduction......101
5.2
Background data of Questionnaire-1 ......101
5.3
Students English learning in previous years...103
5.4
Background Interview Data.....105
5.5
Integrative Motivation.....108
5.6
Instrumental Motivation......114
5.7
Parental Encouragement......124
5.8
Course Specific Motivational Components.....133
5.9
English Teacher...139
5.10 Identity and English language learning...145

5.11 English Class and Use Anxiety...149
Part-2
5.12 Introduction....155
5.12.1
Differences in Questionnaire-1 and 2 Data...155
5.12.2
Correlation test (Pearsons Product Moment Correlation )..........156
5.12.3
Integrative Motivation..156
5.12.4
Instrumental Motivation...156
5.12.5
Parental Encouragement...157
5.12.6
English Teacher158
5.12.7
English Course.158
5.12.8
Identity and English learning...160
5.12.9
English Class and Use Anxiety160
5.13
Paired Sample T- Test...161
5.13.1
Integrative Motivation...163
5.13.1.1 Alternative Hypothesis......163

5.13.1.2 Null Hypothesis.163
5.13.2
Instrumental Motivation163
5.13.2.1 Alternative Hypothesis......163

5.13.2.2 Null Hypothesis.....164
5.13.3
Parental Encouragement....164
5.13.3.1 Alternative Hypothesis..164

5.13.3.2 Null Hypothesis.....164
5.13.4
English Course Specific Motivational Component...165
5.13.4.1 Alternative Hypothesis...165

5.13.4.2 Null Hypothesis..165
5.13.5
English Teacher Specific Motivational Component..166
5.13.5.1 Alternative hypothesis....166

5.13.6
Identity and English learning..167
5.13.6.1 Alternative Hypothesis...167

5.13.7
English Class and Use Anxiety..168
5.13.7.1.1
Alternative Hypothesis........168
5.13.7.1.2
Null Hypothesis...168
5.14 Background Questionnaire-2 Data...................169

5.15 Interview Data..173
5.15.1
Students views after attending English Course..173
5.15.2
Change in Students views about English learning.174
5.16
Summary....175
Chapter 6: Discussion
6.1 Introduction..177
6.2 (RQ1)What factors motivate Pakistani University students to learn English at the start of their
university study?.................................................................................................................................177
6.2.1. Integrative Motivation..177
6.2.2 concept of Integrativeness........178
6.2.3 Instrumental Motivation (Pragmatic reasons and Incentive values)........179
6.2.3.1 Parental Encouragement.....180
6.2.3.2 Significant others (Grandparents)...180
6.2.4 English Course..180
6.2.5 English Teacher...180
6.2.6 Identity and English learning...181

6.3 (RQ2) Is there any motivational Change in students after completion of English language course at
University?.........................................................................................................................................182
6.3.1
Change 1 (Integrativeness).182
6.3.2
Change 2 (Integrativeness).182
6.3.3
Change 3 (Instrumental Motivation)..182
6.3.4
Change 4 (Parental Encouragement)..183
6.3.5
Change 5 (English Course).183
6.3.6
Change 6 (English Course).....183
6.3.7
Change 7 (English Course).....183
6.3.8
Change 8 (English Teacher)...183
6.3.9
Change 9 (English class and use Anxiety)..183
6.3.10
Change 10 (English class and use Anxiety)...183
6.3.11
6.3.12
6.3.13
Changes in beliefs about English learning.183
6.4 (RQ3) What are students perception about this motivational change?................ ....................185
6.4.1
English Language Course..185
6.4.2
English Class and Use Anxiety .186
6.5 (RQ4) Is There any difference in motivation for learning English in students from varied
backgrounds?.....................................................................................................................................187
6.5.1
Motivation and Gender..187
6.5.2
Motivation and Place of living......188
6.5.3
Motivation and Public and Private Educational Background...188
6.5.4
Motivation and English and Local medium schools.190
6.6
Summary191
Chapter 07 Conclusion
7.1 Introduction...........................................................................................................................................193
7.2 Summary of the Major Findings of the Study.......................................................................................193
7.2.1 Motivation for Learning English in Pakistan.....................................................................................193
7.2.2 Change in Motivation for Learning English......................................................................................196
7.3 Limitation of the Study and Suggestions for Future Research..............................................................197
7.4 Contribution to Knowledge...................................................................................................................199
7.4.1 Redefining Integrative Motivation (Convergent Development).....199

7.4.2 Significant others.........199
7.4.3 Anxiety........200
7.5 Implications............................................................................................................................................200
7.5.1 Ownership of English......200
7.6 Conclusion..............................................................................................................................................203
References................................................204
Appendices
Appendix 1 Questionnaire-1217
Appendix 2 Questionnaire-2...221
Appendix 3 Interview-1 Transcriptions...225
Appendix 4 Interview-2 Transcriptions...242
Appendix 5 Plain Language Statement....257
Appendix 6 Consent Form...259
Appendix 7 Interviewer Guide-1.....260
Appendix 8 Interviewer Guide-2.....261
Appendix 9 T-tests and correlations....263
Appendix 10 Frequencies and Charts......305
List of Tables/Chart
2.1
Map of Pakistan..09
2.2
Figures of Professional Development Courses ......27
2.3
Tentative Teaching Plan of English Course...38
3.1
Gardners (2001) Basic model of L2 Motivation.......................................................................56
3.2
Motivational Dichotomies (from Brown, 1994:156)......60
3.3
Williams and Burdens (1997) framework of L2 motivation.....62
3.4
Process Model of L2 Motivation (Drnyei and Otto, 1998) ........65
3.5
A Process Model of Learning Motivation (Shoaib and Drnyei, 2004)...................................67
3.6
List of L2 motivation research .....72
4.1
Participants of the study....89
4.2
Pilot Study.........90
4.3
Inferential Statistics...96
4.5
Cronbach Alpha of Questionnaire-1 .....97
4.6
Cronbach Alpha of Questionnaire-2..98
5.1
Background Information of the Participants....................................................................................102
5.2
Bar Chart of English learning experience........................................................................................104
5.3
Bar Chart of Readiness of Language Course...................................................................................105
5.4
Mean and SD of Integrative Motivation..........................................................................................109
5.4.1 Bar Chart of statement to be part of Engineering community.111

5.4.2 Bar Chart of statement English speaking Pakistani community..111
5.4.3 Bar Chart of statement to be like British/Americans...112
5.4.4 Bar Chart of statement knowing English speaking people better112
5.4.5 Bar Chart of statement on becoming dual national..113
5.5
Mean and SD of Instrumental Motivation.........................................................................................116
5.5.1 Bar Chart on statement on becoming successful Engineer.......118

5.5.2 Bar Chart on statement on getting advance Engineering knowledge..118
5.5.3 Bar Chart on statement on passing English exam...119
5.5.4 Bar Chart on statement to emigrate UK/USA.119
5.5.5 Bar Chart on statement on social status in Pakistan120
5.5.6 Bar Chart on statement on English for watching movies and reading novels.121
5.5.7 Bar Chart on statement on visiting abroad..121
5.6
Mean and SD of Parental Encouragement......................................................................................125
5.6.1 Bar Chart on statement on parental encouragement to learn English....128

5.6.2 Bar Chart on statement on English and parents status...128
5.6.3 Bar Chart on statement on parents busy students DVDs and books..129
5.6.4 Bar Chart on statement on learning English to please parents...129
5.6.5 Bar Chart on statement on parents reward students in English achievement.....130
5.6.6 Bar Chart on statement English and colonial Pre 1947..129
5.6.7 Bar Chart on statement grandparental attitude...131
5.7
Mean and SD of Course Specific Motivational Component..........................................................135
5.7.1 Bar Chart on statement on English class tasks...136

5.7.2 Bar Chart on statement on benefit of taking English class....137
5.7.3 Bar Chart on statement on English homework..137
5.7.4 Bar Chart on statement on English lessons and tasks........138
5.7.5 Bar Chart on statement on interest in English class......138
5.8
Mean and SD of Teacher Specific Motivational Component......................................................141
5.8.1 Bar Chart on statement on encouragement of teacher......142

5.8.2 Bar Chart on statement on English teacher and class tasks.......142
5.8.3 Bar Chart on statement on English teachers feedback.....143
5.8.4 Bar Chart on statement on affiliation with English teacher...143
5.9
Mean and SD of Identity and English Learning...........................................................................146
5.9.1 Bar Chart on statement on English and local Pakistani outlook...147

5.9.2 Bar Chart on statement on English and religious affairs..147
5.9.3 Bar Chart on statement on English and Islamic principles...........148
5.9.4 Bar Chart on statement on English and Pakistani nationality...148

5.10
Mean and SD of English Class and Use Anxiety.............................................................................151
5.10.1 Bar Chart on statement on confidence in English.....152

5.10.2 Bar Chart on statement on shyness in English class..153
5.10.3 Bar Chart on statement on fear of making mistakes in class.....153
5.10.4 Bar Chart on statement on English use in multinational restaurants in Pakistan..154
5.13.1 Correlation Pre and Post Integration Motivation...............................................................................157
5.13.2 Correlation Pre and Post Instrumental Motivation............................................................................158
5.13.3 Correlation Pre and Post Parental Encouragement............................................................................158
5.13.4 Correlation Pre and Post Course Specific Motivation.......................................................................159
5.13.5 Correlation Pre and Post Teacher Specific Motivation.....................................................................160
5.13.6 Correlation Pre and Post Identity and English Learning...................................................................160
5.13.7 Correlation Pre and Post English Class and Use Anxiety.................................................................161
5.14
Mean and SD of Pre and Post L2 Motivation Items.........................................................................162
5.14.1 Paired Sample T-test..........................................................................................................................163

5.15
Bar Chart of After English Course...................................................................................................170
5.15.1 Bar Chart of Progress in English Course...........................................................................................171

5.15.2 Bar Chart Writing Skills....................................................................................................................171
5.15.3 Bar Chart Listening Skills.................................................................................................................172
5.15.4 Bar Chart Speaking Skills.................................................................................................................172
5.15.5 Bar Chart Reading Skills..................................................................................................................173
5.15.6 Bar Chart English learning in Future................................................................................................173
Chapter 1
Introduction
1.1 Personal, Professional and Academic Motivation
In 1998 I completed my college education (12 years) from Pakistan in pre-engineering. In
1999, I sat for an entrance examination for admission onto the Bachelors programme in one
of the engineering areas such as Civil, Electrical, Mechanical, Textiles, etc. Unfortunately, I
could not make it to the professional engineering university. During the same academic year,
my knowledge of English helped me to get admission onto the Bachelors (Hons) programme
in English Literature which led to an award of an M.A in English Literature. Though I got a
position in this programme, I was a dissatisfied soul. I wanted to be an Engineer. In September
2004, I appeared before the selection board for the post of Lecturer of English in the same
engineering university. This time I made it, but as a faculty member. I started teaching English
to the engineering students with a strong motivation to contribute to some degree in academics
of the students in professional universities. I was mainly interested to teach students of mixed
abilities with high and low motivations after having taken into account their social and
psychological factors. The students came from varied educational, linguistic and financial
backgrounds from both urban and rural Sindh of Pakistan.
I had this cause and I was
motivated to achieve it. After serving the university for 4 years, I was awarded a scholarship to
pursue Masters and PhD in the field of ELT tenable in the UK. This scholarship gave me a
hope to achieve my goal.
As a fresh graduate I always thought about the process of the teaching of the English language
in the Pakistani universities from the students perspective. When I started teaching at
university I received a variety of responses from my students regarding their English language
experiences in the past. Their English learning experience was based on their socio economic
background, for example, the students who went to public sector vernacular medium schools
were not quite confident about their English learning experience because of lack of
opportunities and resources. On the other hand the students who came from private English
medium schools got many opportunities to learn English and practice it in the school
environment. From my teaching experience at the public sector university I felt that English
in Pakistan is taught and learned on the basis of the teachers perceptions of their students
needs of learning English and the challenge was that English teachers had no ELT
1
qualification and exposure to teach English. I was no exception. Despite all these challenges I
was trying hard to help my students to learn English efficiently. As a conscientious teacher I
knew that there was something missing that I was failing to deliver. I wondered if it was
because my Masters degree in English literature was not an appropriate preparation for the
task of teaching English language.
I entered the University of Glasgow, United Kingdom in 2008 with these questions in mind
with expectations to answer some of these questions. During my M. Ed. ELT dissertation, I
got an opportunity to discover that the abstractions I was unable to name in terms of students
varying English learning reasons and experiences were actually the central research aims in
the field of applied linguistics and social psychology with formal designations such as
motivation and attitude. I read the studies of L2 motivation researchers such as Gardner
(1994), Drnyei (2005), Lamb (2007), Ushioda (2009) and Chambers (2001). I discovered the
theoretical background of the L2 motivation research and finally decided to undertake my M.
Ed. ELT dissertation on the topic of learner motivation for learning English in Pakistani
professional universities. I thought that this would likely provide baseline data for researchers
in Pakistan to investigate students perceptions and their reasons of learning English. There are
not many systematic studies available on L2 motivation in Pakistan. The findings of my
dissertation encouraged me to extend my research on motivation onto PhD level and further
explore my area of interest.
1.2 From Masters to PhD level

In 2009, I completed an M. Ed. ELT dissertation on Motivation for learning English: A study
of engineering students in Pakistan at the University of Glasgow, UK. Though the study was
small scale research based on a cross sectional survey of textile engineering students, it
provided me with a strong theoretical and research background and some useful findings in
my local context. The students felt that they learn English not only for instrumental purposes
but for integrative purposes as well. Having been encouraged by the successful completion of
the dissertation and M. Ed. ELT I decided to take this topic further onto doctoral level to
investigate L2 motivation with a large sample, probably a complete cohort of the university,
spend an extended time in the field research and employ longitudinal approach to investigate
L2 motivation and its dynamic nature in Pakistani context.
1.3 Background of the study

In Pakistan, like anywhere else in the world, the university education is considered as
privileged opportunity in students life. The universities in Pakistan are in two groups (1)
Professional Universities; Engineering, Medical, Law, Management and Agriculture and (2)
General Universities (Arts, Humanities, Education, Social and Natural Sciences). The students
who are top scorers in their intermediates exams and entrance tests taken after 12 years of
schooling are allowed admission into the professional universities. Those who do not qualify
for the professional universities seek to study in one of the general universities. My current
study is set in place of my work in the professional engineering university in the province
Sindh of Pakistan. Here English is taught as a compulsory subject in the first year of the
undergraduate studies. The reasons behind selecting a professional engineering university are:
(1) I teach in a professional engineering university, so the research will likely help me to
understand and improve my teaching practices, (2) this professional engineering university is
sponsoring my study (MEd and PhD) therefore my study will likely help to understand the
processes of the ELT scenario there, (3) the students in the professional universities contribute
more towards the countrys knowledge based economy and (4) this university is located in the
province Sindh of Pakistan which contributes about 70 percent of countrys economy.
Learning the language at the professional universities with strong motivation can help
graduates to contribute more effectively in their educational career, social mobility and
towards the success of the countrys economy.
1.3.1 Scope of the Study

Pakistan is a complex country linguistically and the position of English has had a chequered
history in terms of status and resources available for learning it; the model of motivation that
has been developed as in chapter 3 and become quite complex over time would be a useful
tool to apply to an investigation of the students motivation for learning English.
Barker (1998: 112) states that motivation is a persons aspiration to accomplish something in
some task or activity. For learning a second language the important and contributing factor is
motivation (Campbell & Storch, 2011). Motivation is what drives learners to achieve a goal,
and is a key factor determining success or failure in language learning (Campbell & Storch,
2011; Thornbury, 2006). The learners goal may be a short-term one, such as successfully
3
performing a classroom task, or the long term one, such as achieving native-like proficiency in
the language classroom (ibid, 2006). Current research in this area is built upon the dominant
model of motivation developed by Gardner and Lamberts (1972) research on Instrumental
versus Integrative orientation. This defines the two types of motivations as (1) Instrumental
motivation; when the learner has a functional objective, such as passing exam or getting a job(2) Integrative motivation; when the learner wants to be identified with the target language
community (Thornbury, 2006).
Drnyei (2000a) argues that motivation to learn is a multifaceted construct when a target of a
learning process is mastery of L2. He further says that the results of studies on academic
achievement motivation are of direct relevance when talking about the language studies
(ibid.). It was indeed the social dimension of L2 motivation that received most attention in the
research done in between 1960s and 1990s (ibid.). This period was influenced by Robert
Gardner and his colleagues; Wallace Lambert; and Richard Clment. Drnyei (1994)
conceives L2 motivation within a framework of ideally three distinct features: (1) the language
level (2) the learner level and (3) the learning situation. Drnyei (2001a) explains that learner
motivation undergoes continuous change during the long process of second and foreign
language learning.
Integrative motivation to learn in contemporary research L2 does not support that the learner
of L2 should have a positive attitude towards the L2 community (Drnyei, 2005). The new
discussion of integrative motivation is an interest in being a member of global English
speaking community (Lamb, 2009; Yashima, 2009).
According to the traditional concept of integrative motivation that the second language (L2)
learners are motivated to learn L2 because they want to be like native speakers of L2 and
would like to be part of L2 community (Csizer and Drnyei, 2005: 20). This approach of
Gardners (1985) research attracted the researchers and remained dominant for long period of
time. Moreover, Gardners (1985) socio-educational model focused on integrativenes because
in Canada two linguistic communities Anglophone and Francophone lived together who
wished to learn language of other community so that they could integrate with each other
comfortably.
This discussion of integrative motivation in relation to English as a global language is now

being researched from new perspectives. According to the new discussion,the possibility
cannot be discredited that L2 learners wish to be part of an international community rather
than to be part of an L2 community (Drnyei, et al., 2006). This also addresses the possibility
that the L2 learners wish to part of their indigenous community in Pakistan or part of a dual
national community of British/American Pakistanis, rather than being part of L2 community
(Pathan, 2010; Pathan, 2009). This can be supported with Drnyeis (1994: 275) study in
which he investigated young adult learners in foreign language learning setting in Hungary
and found out four dimensions of integrativeness of which desire to integrate into a new
community is relevant in the current study.
Gardners research focused on integrativeness because the socio-linguistic conditions in

Canada were relevant for integrative motivation where Anglophone and Francophone
communities wished to learn language of each others communities so that they could
integrate comfortably. The old concept of the instrumentality views in Gardners instrumental
and integrative distinction focused on job prospects, which are not the only reasons in the case
of children learning English as reported in Drnyeis study on young learners in Hungary
(Drnyei, 1994). Drnyei and Kormos (2000) and Drnyei (2001b) investigated a different
sample in Hungary and concluded that the traditional instrumental label was not complete to
define pragmatic or practical reasons of learning a second language. There is a range of other
incentives as well such as travelling, making friend abroad or understanding English songs
(Drnyei, 1994). The new label was used: incentives values by Drnyei for the
instrumentality.
As said earlier the model of motivation this study presents is complex, this includes parental
encouragement in addition to the classical instrumental and integrative divide. According to
Drnyei (2001b: 78) and Zhu (2007: 78) parental influence on L2 motivation was thought to
be a central component by Gardner (1985) because parents were considered as major
intermediary between the cultural milieu and the student. Gardner (1985) writes about two
main directions of parents role in students learning (1) Active role, which involves
encouragement and support and monitoring (2) Passive role, which involves indirect modeling
and communicating attitudes related to L2 learning and L2 community. This is why Gardner
investigated opinions of parents regarding language study. McGroarty (2001: 73) is of the
5
view that it is understandable that students should be sensitive to opinions of parents and
teachers. The Bahraini secondary school students researched by William and Burden and AlBaharna (2001) rated opinions of parents as highly consequential in motivating students
positively for language study (2001:73).
The model of motivation this study presents also includes the English course and the English
teacher. This is because students motivation is influenced by course and teacher. According
to Chambers (2001: 08) the course specific motivational components have influence on
syllabus, teaching material, teaching method and learning activities. These motivational
influences relate to relevance of syllabus, authenticity and accessibility of material (ibid, 2001:
8). The important motivational component for students is whether the course increases interest
and involvement in the tasks through challenge and competition in pair and group-work,
whether the activities are matched with difficulty of tasks with students abilities and whether
or not the course increases students expectancy of task fulfillment and celebrations of success
(ibid, 2001: 09).
According to Chambers (2001: 09) the teacher specific motivational components refer to the
relationship between student and the teacher, the teachers approach, behavior and provision
of motivating feedback. The motivational influences of teachers are whether they are
empathetic and promote learner autonomy, provide choice and share responsibility (ibid,
2001: 9). In addition, the tasks are introduced by the teacher in such a way that learning
opportunities are appreciated by the students rather than imposed demands to be resisted
(ibid, 2001). Finally, the teachers motivational component refers to the use of motivating
feedback by presenting it in a positive and informative manner (ibid, 2001: 09).
As discussed above, the research on motivation for learning a second language was established
in Canada and a small number of research studies were conducted in other contexts
specifically in South Asia. After the global spread of English and establishment of English as
an international language the researchers such as Drnyei (1994) developed models for
western contexts that encouraged researchers from other countries including China, Taiwan
India and Pakistan. The ELT situation in Pakistan is complex. During the process of learning
English or taking the decision to learn English the learner has various influences from
different external and internal factors in Pakistan including parents, teachers, English course,
short and long term goals, national image and religion.
The majority of research on motivation for learning English has been conducted employing
quantitative studies because of the use of the standardized Attitude Motivation Test Battery
(AMTB) in the past (see chapter 3). There is a need to investigate L2 motivation employing
qualitative and mixed methodology because Ushioda (1996a) is of view that in an academic
settings it is observed by the researchers that the motivation is inconsistent than constant.
Ushioda (2001) gives a motivational determinant having eight motivational elements which
are grouped in three categories (Campbell & Storch, 2011). The first group is related to the
learning process such as personal satisfaction, language learning history and language related
enjoyment (ibid, 2011: 168). The second group includes external pressures and incentives
(ibid, 2011). And the third group is integrative disposition which includes personal goals,
desired levels of L2 competence and positive feelings about the L2 speaking community (ibid,
2011: 168). Further, to study change in motivation longitudinal research is likely to provide
better understanding of the phenomenon.
Based on the above, the following research aims
and questions have been developed to fill the gap in the existing literature on L2 motivation in
particular in Pakistani context.
1.3.2 Aims of the study

Based on above, the following aims were developed
To Identify the factors of L2 motivation in students at pre and post English language
course
To Identify factors that affect this motivation,

To Investigate whether or not motivation changes over the period of English language
course
To See the difference between students motivation for learning English and their
background
1.3.3 Research Questions

RQ1:
What factors motivate Pakistani University students to learn English at the start of
their university study?

RQ2:
Is there any motivational change in students after they complete their English course
at university?
RQ3:
What are students perceptions about this motivational change?
RQ4: Is there any difference in motivation for learning English in students from varied
backgrounds?
1.4 Organization of the dissertation
Following this introduction, Chapter Two introduces the background to the study to present an
outline of English language and English language teaching (ELT) in Pakistan and determine
factors that are likely to affect motivation.
Chapter Three gives the theoretical background of L2 motivation research.
Chapter Four describes the research methodology, research design (instrumentation and
variables), participants and sampling method, potential ethical issues, data collection and data
analysis techniques.
Chapter Five presents the findings generated from the data analysis in relation to the existing
literature of the field, followed by Chapter Six where a thorough discussion of these findings
is presented, along with an attempt to answer the research questions.
In the Seventh chapter of the thesis, a brief summary of the research results is presented,
followed by a note on the limitation of the study, contribution to knowledge and suggestions
for the potential research possibilities on the topic.
Chapter 2
English Language Teaching and Education in Pakistan
2.1 English in Pakistan
This chapter is in three parts and portrays the linguistic and educational profile of Pakistan to
identify the potential factors that may affect the motivation of those learning English at
university. A comprehensive description of the research context is therefore essential.
Section-1 discusses (a) history of English language contact from the early expansionist phase
of imperialism (pre-partition and post-partition (post-independence) and (b) users and uses of
English in Pakistan (function domains, interpersonal function, instrumental function,
regulative function and creative function). Part-2 of this chapter discusses the impact of the
role of English on ELT classrooms, on School, Madrassa (religious school) and Higher
education level in Pakistan. Finally, part-3 of this chapter discusses the ELT situation at the
research site. Throughout the chapter there will be references in brackets to the particular area
of motivation.
2.2 Sociolinguistic Profile of Pakistan
Pakistan is a multilingual and multicultural country with six major and over fifty-nine minor
languages in 180 million population (Rahman, 2002; Pathan, et.al, 2010).
Figure (2.1): Map of Pakistan (http://www.google.co.uk/search?q=maps+of+pakistan)

9
Mainly, the languages to be used in the domains of power and prestige (such as government
sector, corporate sector, education and media) are Urdu (at indigenous level) and English (at
higher level). Pakistans national language is Urdu which is the mother tongue of only 7.57%
population in Pakistan (Rahman, 2002). Due to the low number of Urdu speakers, the
nationalists have been demanding the government to declare 5 major languages of Pakistan,
which, according to Katzner, (1977) are Indo-Iranian (Indic) as national languages such as (a)
Sindhi (spoken by 14.10% people) (b) Punjabi (spoken by 44.15% people (c) Pashto (15.42%)
(d) Balochi (3.57%) and (e) Urdu 7.57% (Census 1998 cited in Pathan, 2010). Pakistans
official language is still English. This is because even the founder of Pakistan Muhammad Ali
Jinnah gave his first speech in British India to the parliament in English which has symbolic
value (so that Muslims could learn English in line with their founder and get quality education
which was in English) that English played a vital role (Mahboob, 2004).
Mahboob (2004) says that English is spoken by 6 million people in Pakistan which makes
(4%). Resultantly, English in Pakistan is emerging as a South-Asian variety of English which
is likely to transfer from Kachrus (1992) outer circle to inner circle in future (Pathan, 2009).
Kachru (1992) divides English in the world in three circles, an inner circle (where English is
spoken as native language like UK, USA), outer circle (countries which remained British
Colonies such as India, Nigeria, Pakistan, Nepal) and Expanding circle (countries which are
affected by western countries such as Japan where English is becoming an important
language). This is based on the historical fact that the input that English learners received in
South Asia at the time of British rule was from local Indians; there were not many British
teachers available, which resulted in reduced contact with Anglo varieties of English
(Mahboob, 2004). There was little or no contact with Anglo varieties of English in everyday
life and after independence the distance between English and local Indian developed (ibid,
2004: 3). These are some of the historical facts which encouraged advancement of English as a
south Asian variety of English (ibid, 2004). Historically, Muslims in South Asia (including
Pakistanis) responded to English in three ways: (a) rejection and resistance, (b) acceptance and
assimilation and (c) pragmatic utilization (Rahman, 2005). If we added (d) nativization to
Rahmans three points it would be a true picture (Mahboob, 2004).
10
2.3 History of English language Contact in Pakistan: Pre-Independence

the History of English language contact in Pakistan can be traced back to the early
expansionist phase of imperialism in British India (Phillipson, 1992; Schneider 2007).
English language was implemented in India to maintain the contact between the rulers and the
subjects when in the nineteenth century the British occupied India. Hence, instead of imposing
English language on the whole population of India, the British government brought it through
education policy (Phillipson, 1992; Schneider 2007). Rahman (2002: 176) says, There was
no sudden administrative order imposing English on India but a slow building up of demand
for it by offering it first as an additional subject and then offering jobs through it even while
Persian continued to be the official language.
English language was one of the most useful tools in India towards modernizing the country .
Actually, the purpose behind this was to educate a class of Indians who, as a result, might
operate as Interpreters between the British government in India and the millions of Indians
who were governed (Phillipson, 1992). According to Lord Macaulays dictum (1834) the aim
was to create a class of persons Indians in blood and colour, but English in taste, in opinions,
in morals and in intellect. This was done for what has termed extra-linguistic purposes
(Mahboob 2002: 1) and without actually imposing the teaching of English by decree, the
British created the demand for it (Rahman 2002: 162). English replaced Persian in 1835,
thus, for Muslims, creating resistance and a negative attitude towards English (Mahboob 2002:
2).
2.3.1 Linguistic and Cultural Infiltration of English (1600-1757)

Schneider (2007) notes that Englishmen came in India initially on individual visits. On
December 31, 1660, Queen Elizabeth-I gave a declamation, offering an advantageous trade
monopoly to the East India company (ibid, 2007). The people who came to India for business
brought their language to India and by the 17th century they established the first permanent
bases for their own activities, which triggered the linguistic and cultural infiltration of English
in South Asia (ibid, 2007). The missionaries also introduced English to local populations in
India. The schools which they established at various localities throughout the country typically
were run in English and thus spread the language (ibid, 2007). At that time the traders and
sailors who introduced English in India were not that much educated so English could not be
said to have elitist touch (ibid, 2007).
11
2.3.2 English with a stable colonial status and Exonormative orientation 1757-1905
In 1757, in the Battle of Plassey, the East India Company defeated the last independent Nawab
of Bengal and announced its sole power in the subcontinent which is the most important event
that took place after the Indian Mutiny (Schneider, 2007). By this time English language
teaching and bilingualism with English as second language was rapidly spreading (ibid.). The
spread of English was mainly through education, but here also, according to Mahboob (2002),
there were two schools of thought in the early period of British government: Orientalists and
Anglicists. The former appreciated the past greatness of the native and knew that there was
much to learn from Indians, and the latter, held English language and Western Culture as
superior and thought of oriental learning in contempt (Rahman 1996: 33 cited in Mahboob
2002: 4). The Anglicists wanted to promote English by teaching European literature and
science through the medium of English language (Lord Bentink 1835, in Spear 1965: 127
cited in Mahboob 2002: 4).
Supporting the view of Anglicists, Macaulays minute of February 1835 was the argument that
was approved by the Governor-General of India, Lord Bentinck. These minutes asserted that
giving education to Indian Muslims and Hindus in Arabic and Sanskrit is unimportant. Instead
English literature would be more beneficial because English is superior because Science is
taught in English.
The reasons for teaching English through English literature in India were:
(a) English literature played a socializing role of the kind which religion played in
Britain;
(b) that the aim of this socialization was to disseminate values which would control
Indians not by the crude use of force but by convincing them that British rule and
civilization were superior to theirs and beneficial for them; and
(c) literature would create an ideal moral force
(Viswanathan 1987; 1989 cited in Rahman 2002: 161)
12
2.3.3 English replaces Persian

The decision of replacing English with Persian was not welcomed by Muslims because they
were more comfortable with the use of Persian as an official language. English language was
established with a decision in 1837 to replace Persian as the official language of the law courts
(Mahboob, 2002; Phillipson, 1992). By this time the government offices and jobs were given
to those Indians who received English language education. There was instrumental motivation
for the use of English. On the other hand Hindus gave this move a warm welcome because
they did not want to learn Persian which was an official language of Muslim rulers (Mahboob,
2002). The result of English language educational policy and jobs was that English became the
sole medium of education, administration, trade, commerce and the domains of a societys
functioning Instrumental motivation (ibid.).
So it is clear that Muslims in India who made up most of Pakistan did not welcome English
language for a number of reasons such as (a) British invaded the Indian territory and claimed
power by toppling the Muslim government (Mughals), (b) British replaced Persian with
English and (c) English only educational policy went in favor of Hindus who did not like
Persian and welcomed English (ibid.). They earned good jobs and favors from the British
government and the Muslims were alienated (Rahman, 2002).
2.3.4 From Rejection to Acceptance of English

Muslims were encouraged to learn English by Nawab Abdul Latif, the Bengali British civil
servant and reformer (Rahman, 2002). He requested the British decision-makers to introduce
English in exclusively Muslim institutions (ibid.). The first recorded ideological response to
English and one which shaped Muslim opinion and was referred to throughout the nineteenth
century, was the religious edict (Fatwa) of Shah Abdul Aziz who declared learning English as
lawful and not opposed to Islamic law (Shariah) saying that There is no harm in reading
English, i.e. recognizing the English alphabets, writing it and knowing its terms and
meaning (Rahman, 2002: 166). This followed a number of fatwas issued by different
scholars who encouraged learning of English, subject to the condition that there may be no
impairment in religion (Religious identity and motivation for learning English) Those, who
did not like English to be part of Muslims education and believed that learning English was
sinful and unlawful on religious grounds, became a minority because majority of Muslims
appreciated the importance of English in their lives- (Islam and motivation for learning
13
English) (ibid). Most of the essayists at that time believed that it was a prejudice against
English and such attitude was wrong (Rahman, 2002). Muslims were now studying in English
schools but they still were in lower orders of Mohamedans which was not most a powerful or
prestigious social class (ibid).
There has been a tradition of adopting cultural or social patterns of other groups of non-native
languages in South Asia (Rahman, 2002). The case of English is nothing new. The
acculturation of Persian led to the development of a non-native Indian variety termed Indian
Persian (Sabk-e-Hindi), while the acculturation of English has given the labels such as Indian
English, Pakistani English, and South Asian English (Gargesh 2006: 91 in Rahman, 2002).
2.3.5 Anglo-Persian
At the same time Persian was still a symbol of social prestige for Muslims and a Muslim
father would be very much willing to make his son apply himself to English (parental
encouragement, instrumental motivation), if he could carry on at the same time with his
Persian reading (Haque, 1968). This means that parental encouragement for English was based
on the condition that learning English should not interfere with Persian which had respect
because of the close association with Islam. It was decided to establish an Anglo-Persian
department at the Madrassa (religious school) which was intended only to extend the benefits
of English education to the children of Mohamedans of the higher order (Advice in
Presidency, 1855 cited in Rahman, 2002). In this regard, an essay competition was organized
On the advantages of an English Education to Mohamedan students. According to Rahman,
2002) English brought about a transformation of world view making Muslims more liberal and
created a mindset of pro-English reformers. This was the date even conservatives started
sending their children to English speaking schools (ibid).
It is very important here to mention the names of Sir Syed Ahmed Khan and Shibli Nomani
who were at Aligarh and encouraged learning of English (Rahman, 2002). With their efforts,
English was first introduced as an optional subject and afterwards a compulsory subject for the
students. But there existed resistance from the religious scholars who were not in favor that
Muslim females should learn English (ibid). In spite of the apprehensions, English spread
faster than the British rulers were willing to supply. At times the British had to deny English
education at the lower, non-elitist levels to keep up its scarcity value. The British rationed out
14
English while the Indian (Muslims among them) started demanding it (Rahman, 2002). The
liberal scholars appreciated the importance of English while the religious orthodox thought
that English will make people liberal (ibid.). But, the spread of English was inevitable because
the Muslims realized that English learning will help them to improve their social status
(Instrumental motivation (ibid.).
2.4 History of English language contact: Post-Independence

After independence of Pakistan in 1947, the use of English was unavoidable for maintaining
the day to day affairs (ibid.). The language known to the ruling elite and to perform official
duties (short term and long term goals-Instrumental motivation) was English (Rahman, 2004).
So English continued to be an official language of Pakistan (ibid.). English also had an
advantage of being a neutral language because it was not the mother tongue of any local
population. The selection of any other language would have caused deprivation for people
from different nationalities and be charged with political activism (Haque, 1983). There were
for and against movements and a number of language riots in 1971-72 too and afterwards they
continued till 1990s (Rahman, 2004).
2.4.1 English in Constitution of Pakistan

The Constitution of Pakistan (1973) has the following provisions with regard to English and
Urdu:
(1) The national language of Pakistan is Urdu and arrangements shall be made for its
being used for official and other purposes within fifteen years of commencing date.
(2) Subject to Clause (1) the English language may be used for official purposes until
arrangements are made for its replacement by Urdu.
(3) Without prejudice to the status of the National language, a Provincial Assembly may
by law prescribe measures for the teaching, promotion and use of a provincial
language in addition to the national language (Article 251).
Efforts have been made from time to time from different political governments to replace
English with Urdu, but have been unsuccessful (Abbas, 1993).
Abbas (1993) gives a comprehensive discussion of role of English from 1947 onwards, an
explanation of which is as below:
15
2.4.2 1947-1971
This was a period of Jinnah (founder of Pakistan), Liaquat Ali Khan, Ayub and Yuhya Khan
in which Bangladesh (Major Part of Pakistan) was separated from Pakistan (Abbas,
1993).There is a historical significance of this development because this separation or division
of Pakistan had deeper influence on different linguistic policies. Pakistans foreign policy was
in favor of having strong political ties with America. English was regarded as the language of
the elite class. All administration, training of personnel in key ministries, forces and education
was administered in English- long and short term goals (Instrumental motivation) (ibid.). One
factor for the spread of English language after maintaining English as an official language was
the issues encountered by the government to give new policy for language in the country
(ibid.). English language was firmly established in the official system, from commerce,
business, diplomacy, governance, legacy, and judiciary up to education at secondary to tertiary
level (ibid.). The use of English was inevitable for system maintenance: the ruling elite were
trained to do their official work in English. English per force continued to be the official
language of Pakistan (Haque 1983: 6).
The other factor was the clash between Urdu and Bengali, the two major languages striving to
be called as the national languages (ibid.). Amidst this controversy, English remained as an
official language as this was the language which was not a local one like Urdu-Bengali
languages (ibid.).
Attempts were made to form a policy to help the Urdu language replace English in Pakistan.
This was announced at various occasions. In 1948 it was announced that Urdu would replace
English within ten years but the non-availability of corpus planning was the major cause of
not being able to replace English with Urdu (Mahboob 2002: 11). Urdu is native language of 7
percent people of Pakistan and people in Pakistan have different attitudes to Urdu. Since Urdu
was closely associated with Islam and was language of Indian Muslims, after division it had to
be declared as official language.
2.4.3 1971-1977
In order to promote regional languages in Pakistan the Institute of Folk Heritage was set up in
the capital of Pakistan (Abbas, 1993).
At this time, major language clashes took place

16
between Sindhi and the refugees from India (Muhajirs) who spoke Urdu. Because of this
clash, English continued to function as neutral language and used as official language. English
got status of a functional language, which could play a role of a bridge between Urdu and local
Pakistani languages (Haque, 1983).
2.4.4 1977-1988
English was further established in Pakistan when the British Council, Overseas development
US government gave substantial monetary assistance to the Government of Pakistan (ibid.).
The funding helped to start a number of training programs for English language (ibid.). This is
confirmed by the 1986 British Council English Teaching Profile: Pakistan which states that
there should be a market for British EAP materials, already introduced in American-staffed
English language units at Quetta and Multan (Rahman, 2004). This was a rich period where
two countries of Inner UK and US gave attention to Pakistan. Soon after the aid was
discontinued and a number of these English language units and centers were disposed of. The
state universities assimilated these centers but due to shortage of funding these centers could
not deliver in accordance with the standards (Shamim and Tribble, 2005).
2.4.5 1988-To date

Since 1988 there has been a long debate on the medium of instruction in schools between
Urdu, English and regional languages. With Benazir Bhuttos government (1988-1990)
English was made compulsory from class 1 in state-run schools. The elitist private schools
were already following English medium, so the government wanted to bring harmony in
educational system. Unfortunately, this system could not continue because the teachers were
untrained (Mahboob, 2002).
In 2004 the Government of Pakistan and the Higher Education Commission made efforts and
established English Language Teaching Reforms project (ELTR) which constituted a National
Committee on English to train teachers of English in public and private sector
universities/colleges to help strengthen English language departments and centers in the public
sector universities and colleges of Pakistan. Currently, there is a strong emphasis on learning
of English in Pakistan as it is a key to modern knowledge (for science and technologyInstrumental Motivation) and every step is being taken to bring standards of English language
teaching in educational institution a par with international educational institutes of repute. The
17
present government of Asif Ali Zardari (Widower of the assassinated ex-Prime Minister
Benazir Bhutto) has recently made National Educational Policy 2009 according to which
English would be taught compulsorily from class 1 onwards.
The role of English in Pakistan has become very important in present time as the UK and the
USA have declared Pakistan to be a main partner in war against terrorism (pragmatic use and
motivation to part of international community which speaks English). Once again Pakistan
has been granted funds to improve the countrys infrastructure and education standards by the
USA, the UK, the World Bank and the Asian Educational Foundation. Moreover, as a result
of the Urdu versus Bengali, Urdu versus Sindhi linguistic riots, a significant of number of
people (especially the youth) in Pakistan prefer to speak English because it is viewed a neutral
language and a language which now seems to have discredited the imperialistic tag (no more
language of British Masters) with English. This attitude towards English will likely help
English to peacefully co-exist with other regional languages in Pakistan and it is likely that
after proper planning and conduct of research studies English may become one of the South
Asian Varieties of English potentially known as Pakistani English (as suggestd by Rahman
and Mahboob) and people might prefer to learn PakEnglish to be part of Pakistani English
speaking community (Integrative Motivation).
Part-2
Part 2 of this chapter discusses the ELT situation in Pakistan.
2.5 Users and Uses of English in Pakistan

There are various motivations for learning English in Pakistan and English is used for
interpersonal, instrumental, regulative and creative functions. The most recent statistics in the
CIA World Fact Book (2002, cited in Mahboob, 2004) notes that English is spoken by 6
million people in Pakistan which is more than the population of New Zealand.
English language is used in Education, Military (Army, Navy and Air force), Civil
administration and Bureaucracy at provincial and federal government levels in Pakistan. It is
the major language of the legal system in Pakistan at Supreme Court and High Court level. All
the laws are codified in English (Instrumental motivation/reasons). The provincial court is
bilingual and sometimes trilingual subject to discretion of the individual Judge (Abbas, 1993).
18
Abbas (1993) notes that media (radio, television, newspapers, cinema, advertising) are
important motivations for use of English in Pakistan. In Pakistani print media English is used
in 20 dailies, 35 weeklies, 33 fortnightlies, 152 monthlies, and 111 quarterlies. In the
electronic media there are a number of English channels like CNN (US), BBC (UK), HBO
(films), National Geographic, Geo News (local Pakistani), Dawn News (local Pakistani) which
are widely watched by people in Pakistan to remain connected with the world (ibid.). These
days even the billboards, sign boards for advertisements of different companies are also
preferably displayed in English (Rahman, 2002).
Pakistan is also a tourist country and its Northern and Tribal areas are a center of attraction for
the people from foreign countries (Pathan, 2010). The employees of the tourist department
and 4 to 5 star hotels speak English (travel orientation, motivation). In addition there are a
number of multi-national food restaurants in Pakistan like KFC, MacDonalds, and Pizza Hut
where the staff members are trained to speak English. The menu of these restaurants is in
English language and people feel strong motivation to place their order in English (Pathan, et
al. 2010). However people feel hesitation about using English outside which influences
motivation for using English outside classroom. This is because the people feel shy or they
have fear that they will speak incorrectly and people would laugh at them.
In Pakistan, English is a symbol of high status and sophistication (status-instrumental

motivation). English medium schools are named as elitist just because the students after their
studies foresee a bright future in their career in Military, Law and Bureaucracy (jobs and
future motivation/orientation), where English is a dominant language (Rahman, 2003). In this
connection the government of Pakistan has formulated a policy in 2009 according to which
English would be a compulsory subject from class 1 onwards so that the students of the staterun schools could also pursue bright career in future (Instrumental-long term). All the
professional and general universities in Pakistan use English language as a medium of
instruction.
The imaginative function of English, as Kachru (1992 cited in Michieka, 2005) refers to the
use of the English language in various literary genres such as novel, poetry, prose etc (Intrinsic
Motivation). This suggests that in Pakistan people do learn English for their personal interests
too, such as reading novels or literary works written in English. In Pakistan there is a good
19
number of writers who use English particularly Pakistani English with PakE lexis and syntax
such as (1) Police-wala (Male police officer), (2) Police-wali (female police officer (3) Fruitmandi, (mandi means market), (4) Super-chamcha, means sycophant (Gramley, 2001;
Baumgardner, 1998). Pakistani writers such as Bapsi Sidhwa, Daood Kamal, Shahid Hussain,
are some of the writers who, according to Abbas (1993) follow the grass-roots, ethnoliteracy
traditions of the native speech communities.
2.6 The Profile of the role of English on ELT classroom in Pakistan

English is taught as a subject at School, College, University, and Madrassa (religious school)
level in Pakistan. Due to parallel systems of educational institutes especially at School level,
such as vernacular and English medium, there is a wide difference in teaching, syllabi and
motivation. It is important to understand the mechanism of English language teaching at
school and higher education level with specific focus on curriculum, English language teacher,
methodology and materials in ELT.
2.6.1 English and Vernacular medium schools in Pakistan

English is taught as a subject in government schools. On the other hand it is the medium of
instruction in private and elitist state schools in Pakistan (Rahman 2002). There are a number
of English courses such as literary courses, pedagogic grammar taught through traditional
methods of memorization rules and newer methods popularized by the new emphasis on
English language teaching- English course specific motivation (Rahman, 2003; Malik, 1996;
Mansoor, 2003). These days, in the Pakistan, an advertising campaign is done for these
institutions which claim to be English-medium schools or tuition centers promising to teach
spoken English to students who are aspire to get good job or high social status (motivation for
learning English for communication purposes/instrumental). These are based in areas which
are economically less advantaged. This is because the disadvantaged groups in Pakistan wish
to get high social status which English promises (ibid.).
The English medium schools are of three major types: (a) state-influenced elitist public
schools (b) Private elitist schools and (c) non-elitists schools (Rahman, 2002). The stateinfluenced schools (funded by Government but administratively run by members of Army or
socially respected people) are the top public schools, the federal government model schools
and the armed forces schools which work on the British aristocratic model (ibid.). Elitist
20
public schools of Pakistan are much influenced by the military as their counterparts in England
were by the Anglican Church up to the 19th Century (Rahman, 2002).
The private elitist schools belong to the bureaucrats, business tycoons, the members of
parliament and senate of the country (Rahman, 2002). These schools run the Cambridge
schooling system. Finally the non-elitist system of school, fully dependent upon the state,
functions for most part in Urdu, Sindh or Pashto and gets no proper treatment in the allocation
of funds, maintenance of building, and quality of teaching (Rahman, 2002). This system works
under vernacular rather than English which means the students of these schools would have
greater difficulty in competing for better jobs and participation in the elitist domains of power
than their English-educated counterparts (Rahman, 2002; 2003).
The public elitist English medium schools have some policies in appointing teachers who have
pre-requisite qualification in the subject (ibid.). The teachers hold qualifications in English
literature and not language because for long period of time Pakistani universities offered
graduate/masters level courses in literature only. As for private elitist schools, the criterion of
teachers selection is simple fluency in English. After they join the school, they are offered
trainings by the school administration (ibid.).
Vernacular-medium schools use the grammar translation method in teaching (audio-lingual

method was also introduced in 1980s-90s but only at some language centres). According to a
report of 1982 (cited in Rahman, 2003) which looked at the teaching of English in twenty
Urdu-medium high schools in Lahore district (city of Pakistan), it was found that the students
could not speak or understand oral English. However, they could read their lessons and simple
sentences in it (Rahman, 2003). The major reason of this deficiency is that English is hardly
used outside the class and even within it, and it is explained through the local language (ibid.).
In the nursery classes, an English book is read out by the teacher and explained word by word
and line by line in the vernacular (Urdu/regional language). After that the student stands
before the class and reads out the lesson in a singsong voice (ibid). After this the whole class
repeats in chorus (ibid.).
English textbooks have fewer ideological items than texts in other languages (Sindhi, Urdu,
Arabic). The ideological items in the textbooks are poems, prose, reading lessons on Islam,
21
importance of Islamic personalities, leaders of Pakistani independence movement, Pakistani

nationalism (Identity and motivation for learning English). English is the least ideologically
burdened language (Rahman, 2002; 2003). But the importance of English language in Pakistan
is that if any student failed an English examination; she would be considered a fail in overall
result (ibid, 2002; 2003). The problem is when the students with such English learning
experiences come to the University for Higher Studies, they face Problems in their studies
because they have not the required standard of English (English learning experience in past
and motivation). The universities on the other hand have no requirement for students to have a
particular level of English language proficiency for admission. The University offers
admissions on the overall grade in students previous college examination and entrance tests.
The religious school (Madrassa) is another system that is run in Pakistan (Rahman, 2002).
After President Mushrafs educational reforms English is being taught to the Talibs (students
who conserve traditional Islamic views). English faced opposition by Madrassas because it
was regarded being liberal and anti-Islamic and a colonial legacy (ibid.). In General Ayub
Khans government in Pakistan the commission on national education emphasized the
teaching of Urdu and English (ibid.). The Madrassas registered with the government boards to
teach English as a subject and in the ones which are not registered, arrangements are
encouraged to teach English by the hiring of a teacher who is free to use material (conforming
to Islamic culture) and course of his choice (Rahman, 2002).
2.6.2 Higher Education in Pakistan

English is taught in the universities at undergraduate and postgraduate level in Pakistan as a
compulsory subject in all disciplines. The medium of instruction in Pakistani universities is
English and those students who have got poor English language skills do not survive on the
graduate or masters level courses. Mansoor (2005) and Malik (1996) argue that the importance
of English is apparent from the fact that English is a compulsory subject at graduate level and
Urdu (national language) is not. Unfortunately, the students who enter the university do not
possess the required skills of English. The major reasons for this are that the teachers are
untrained with an English literature degree, which has been discussed by Mansoor (2005) in
her studies on English teaching in Pakistani Universities. The curriculum is based on English
literature such as poetry, prose and giving the central idea of literary texts (especially in
22
vernacular-medium education system). There are large classes and resources are very limited
(ibid.). For example in the University of Punjab, at graduate level, the compulsory English
course comprises of two papers: the first paper is based on a book of essays, a book of poems,
a book of short stories and one-act plays and a novel The old Man and the Sea (ibid.). The
second paper lists grammar structures and composition (Mansoor, 2005). This kind of course
is taught in all the general universities (arts, sciences and humanities). The professional
universities (Engineering, Medical) encourage the teaching of functional English and
communication skills with communicative methodology (Pathan, 2009). The students who
come to study in the professional universities having varied experience of learning English
take the language course with confidence. This confidence motivates them to use English in
the classroom and outside.
2.6.3 The English Language Teaching Reforms (ELTR) Project and the Higher
Education Commission (HEC) Pakistan
The establishment of the Higher education system is an important step to Pakistans
development and its economy. This step directly benefits the youth and education in Pakistan
which makes around one-third of countrys population. In the last 10 years, HEC has been an
area of attention from the government and the international agencies. The reforms brought
about by HEC helped to improve the challenges faced by colleges and universities.
Since 2004, after the reform policies were made, the HEC got considerable funding from local
and international sources. The political government of Pakistan allocated the annual budget at
the rate $ 150 million, and enhanced the financial support for science and technology from $ 3
million to $ 100 million. At the moment, the total budget for higher education is Rs 18,416
million (www.hec.gov.pk).
The HEC started getting attention from international donors as well. The support was mainly
in the shape of awards for faculty development, teacher education, research, and links with
prestigious universities abroad. As Pakistan is one of the partners in the war against terror post
9/11 the US gave huge support to Pakistans education. An agreement was signed between US
and Pakistani government for a five-year $100 million with USAID (www.hec.gov.pk).
23
The major goal of the HEC has been its faculty development which is set to increase the
number of PhDs in the universities (www.hec.gov.pk). Now all the faculty members in the
universities have to follow certain rules set by the HEC. There are no promotions in the
universities without a PhD degrees and research papers in Journals of international repute
having impact factor. All promotions of higher education faculty to professorial ranks are
subject to the requirement of holding a PhD degree along with a number of research
publications (ibid). However, due to limited resources the faculty at many universities is not
welcoming the rules being put into effect by the HEC (www.hec.gov.pk).
The dividends of the HEC in terms of faculty development are not good. As per the HEC
Report (2002-2008) a total of 6,749 PhD degrees have been awarded since 2003, and the
major share has been invested on science and technology. The HEC Report informs that of the
2,825 foreign PhDs, a total of 65 had returned by 2008, and of the 3,516 indigenous PhDs,
only 15 had completed their higher studies (ibid.). The total number of PhD degree holders
produced from 2000-8 are 613. In the Economic Survey, it is worth noting that the percentage
of PhD faculty in universities actually went down from 28.9 percent in 2001-2 to 22 percent in
2007-8. This is because the university inducted a good number of teachers and the total
number of faculty increased (HEC Report, 2002-2008).
The HEC also offers professional development courses to its faculty members so that they
could teach their respective subjects using state of the art techniques (HEC Report, 20022008). However, this has not been as effective as was expected. There are very limited
resources and not all faculty members were given chance to be part of these training
programmes. In addition, the faculty do not take interest into these courses because there are
no financial benefits after attending such courses (HEC Report, 2002-2008).
2.6.4 The English Language Teaching Reforms Project (ELTR)
As discussed earlier English is taught in universities in Pakistan by teachers who have English
literature degrees. This is because there are not enough trained people in the field of English
language teaching. However, the establishment of ELTR is a hope for improvement of
teachers qualification and training in the language field. After training, if a teacher applies the
new teaching techniques in class, students are likely to get motivated to learn English. There
are more than 1000 public sector colleges (undergraduate and graduate) and more than 70
24
public sector universities in Pakistan (www.hec.gov.pk). English is taught in all undergraduate

programmes as a compulsory subject in all these institutions. The requirement for English
teachers to be trained in new teaching methods is important because before the establishment
of the ELTR the faculty having Masters in English literature was involved in teaching of
English language (ibid.). The problem was that the courses were mainly based on English
literature such as novel, poetry, grammatical rules.
Appreciating the condition of ELT in Pakistan in March 2003, the Higher Education
Commission (HEC) formed a body named as the National Committee on English (NCE). The
ELT experts were invited to help the HEC bring qualitative improvement in the English
learning and teaching environment in the centres and departments of English in the
universities (HEC Report, 2002-2008).
The Higher Education Commission; on the recommendations of NCE launched an exclusive

language based project of English Language Teaching Reforms in July 2004 to bring
qualitative improvement in English Language Teaching and Learning in order to build the
capacity for effective and sustainable development of English Language Teachers in higher
education institutions in Pakistan (HEC Report, 2002-2008). The English Language Teaching
Reforms (ELTR) is a Project of Learning Innovation Division. The project mainly focuses on
the human resource development in English language teaching and research in higher
Education in Pakistan (ibid: 2002-2008).
The ELTR was a qualitative measure to bring about improving the failing standards of English
in higher education in Pakistan. The ELTR project proposed to embark upon many welldefined ELT training programs that resulted in a significant improvement in both the teaching
as well as research in the field of English language teaching (HEC Report 2002-2008). It was
seen that the majority of English teachers in colleges and universities had only a Masters in
English Literature with no formal training in English language teaching. The result of various
research studies also revealed that there was an urgent need to improve the English language
proficiency of college and universities teachers (ibid, 2002-2008).
25
2.6.4.1 Programs under ELTR Project in Pakistan

The ELTR Project is a first ever exclusive language based project which was launched to
provide training for professional development for ELT faculty in HEIs across Pakistan
(www.hec.gov.pk). The ELTR Project offers long term and short term International
Scholarships and Indigenous Fellowships and also facilitates short term Workshops and
seminars for the English faculty. The ELT Reforms Project took strategic measures to meet its
goals. The NCE worked in coordination with the Project Management Unit (PMU) of ELTR
Project, HEC for the accomplishment of the objectives (ibid.). The ELTR Project devised a
mechanism to achieve its goals through its Six Subcommittees:
Faculty Development
Research & Publication
Testing & Assessment
Curriculum & Material Development
Computer Assisted Language Learning
Reorganization of English Departments
Appreciating the challenges, the ELTR in its Phase-I (2004-2010) consulted with Faculty
Development Subcommittee to find out the issues being faced by the teachers and the ELT
teaching departments in the universities (HEC Report 2002-2008). For this purpose the ELTR
Project offered International Scholarships and Indigenous fellowships for long term training,
which included: MS leading to PhD in Applied Linguistics; a two year Masters in TESL,
TEFL, and Linguistics; and one year PGD in TEFL, TESL and ICELT. In addition, the ELTR
Project also organized Short Certificate Courses in English for Academic Purposes (EAP) and
English for Specific Purpose (ESP).
In 2004 the Higher Education Commission of Pakistan formally set up the English Language
Teaching Reforms project to address practically the challenges and English language teaching
reforms on policy level at administration and practice level in ELT classroom (Christopher &
Shamim, 2006). The ELTR project formed a National Committee on English which worked in
six sub-committees in different categories such as Faculty Development (training), Testing
and Evaluation, Computer Assisted Language Learning, Research and Publication,
Reorganization of English Teaching Departments and Curriculum and Material Development.
26
The ELTR project has also considered that there should be a uniform system of English
language teaching in Pakistani English language classroom. In this connection a National
English Language Teaching and Research Center has been planned, which will be working as
a regulatory authority to monitor quality of English language teaching in the teaching
departments. The English language teaching in Pakistani English language classroom is
changing rapidly as huge funds are being utilized to improve teachers qualification and
reform the existing old-fashioned literary syllabus. The following data gives year-wise
percentage of programs:
Table 2.2: Figures of Professional Development Courses (http://hec.gov.pk/)
Continuous Professional Development Courses under ELTR Project
Subcommittees
2004-05
2005-06
2006-07
2007-08
2008-09
Total
Faculty Development
110
171
176
264
02
723
Research & Publication
20
20
45
65
48
198
Testing & Assessment
95
40
30
N.A
27
192
Curriculum & Material

Development
24
46
66
N.A
N.A
136
On Line & CALL
21
39
50
N.A
25
135
Total:
270
316
367
329
99
1384
The above table gives detailed information about the training courses the ELTR has offered to
teachers. As has been discussed earlier there has been shift in the teaching of English from
literature to language in Pakistan; the first thing ELTR is doing is to train teachers and help
them understand the modern techniques of curriculum and material development and testing
and assessment methods. In addition, use of technology in English teaching is important and
English teachers are encouraged to use it in their classes.
2.7 Materials and Models of English Teaching

The major limitation in the teaching of English in Pakistan is its tendency towards literature
which Pakistan got in legacy after independence from British masters. The present English
27
teaching materials are foreign, expensive and do not represent the local context of the learners,
their needs and learning situation (Mansoor, 2005). Therefore it is important for material
designers in Pakistan to contextualize English teaching material in the local context of
Pakistan which will not only cut down cost of the books but also would motivate students to
learn English.
The government has taken measures to bring quick reforms in English
Language Teaching. The Pakistani people have started recognizing that in Pakistan a new
variety of English is emerging which is Pakistani English. Mansoor (2005) says that
standardized English language teaching model for Pakistani users should be based on the
varieties of English in actual use in contemporary Pakistan and it should accept certain rule
governed and regular features of acrolectal and mesolectal English as standard features.
According to Mansoor (2005) this model will encourage Pakistanis to use English for
instrumental purposes and help them feel confident about English used in Pakistan.
The last part which is part-3 of this chapter discusses the ELT situation at Engineering
University which is the research site of the current study.
Part 3
2.8 English at Engineering University
This section gives detailed information about the research site for the current study by looking
at (1) Demographic and internal working information about Engineering University and the
English Language Development Centre (ELDC); (2) ELT situation and project phases of
ELDC and (3) English language course and assessment.
2.8.1 Profile of the Engineering University
The Engineering University is located in Jamshoro about 15 kilometres from Hyderabad on
the right bank of river Indus. It is situated in province Sindh of Pakistan (Prospectus, 2010;
Shamim, 2006).
In 1963, this Engineering University was established in Jamshoro as a constituent college of
University of Sindh (then spelt Sind) to provide an opportunity of engineering education to
the people from the interior of Sindh Province (Prospectus, 2010). The education policy of
28
1972 provided for up-gradation of the college to the level of a university of engineering and
Technology. Accordingly, the college was first declared as an additional campus of the
University of Sindh in July 1976 and later upgraded to the level of fully fledged independent
University on 1st March, 1977 through an ordinance issued by the Government of Sindh.
(Prospectus, 2011).
This Engineering University offers sixteen degree courses leading to an engineering degree.
Two non-engineering degree courses are also offered by the university in related fields. The
names of the undergraduate disciplines are: Architecture, Bio-Medical Engineering, Chemical
Engineering, Civil Engineering, City and Regional Planning, Computer Systems Engineering,
Electronics Engineering, Industrial Engineering and Management, Mechanical Engineering,
Metallurgy and Materials Engineering, Mining Engineering, Petroleum and Natural Gas
Engineering, Software Engineering, Textile Engineering Telecommunication Engineering, and
Environmental Engineering (Prospectus, 2011).
This University established Management Information System (MIS) in November 1999. The
basic objective of MIS is to consolidate the attendance of students. For students to be eligible
for appearing in the examination 75% attendance is compulsory. Due to this, students attend
classes regularly (Prospectus, 2011).
2.8.2 English Language Teaching in Engineering University

At this Engineering University the English language teaching is managed by the English
language Development Centre (ELDC) which has its full time English teaching faculty. The
teaching faculty is responsible for teaching of English language courses. For this they have
autonomy in developing curricula, selecting materials for teaching and assessment procedures
(Project Evaluation Report, 2005). The financial management of the English language centre
is the responsibility of the university (Project Evaluation Report, 2005). The English language
centre has no autonomy and/or control in the planning of its own budget. In addition, it has no
resources of its own to fund its development or maintenance costs (Project Evaluation Report,
2005).
Information about ELDC can be divided into three phases. Phase I comprises the period till
1989, when the teaching of English was decentralized in the university (Project Evaluation
29
Report, 2005). Phase II marks the centralization of English language teaching in the
university with the establishment of the English language centre at this Engineering University
in 1989 (Project Evaluation Report, 2005). This phase ends with the end of the project in
1994. Phase III is the period that started at the end of the project in 1994. This information
helps to understand that this Engineering University being a professional university takes
measures to improve ELT situation so that the students who come from varied backgrounds
could learn English in friendly environment with all resources (Project Evaluation Report,
2005).
2.8.3 Phase I: English Language Teaching at Engineering University prior to the
establishment of the English Language Centre in 1989
There has been considerable investment of resources in ELDC since 1989 (ibid). The teaching
of English language was located within the Basic Sciences and Related Studies Department
(Project Evaluation Report, 2005). It was the responsibility of three lecturers who were
attached to the Department of Basic Sciences and Related Studies. English teachers had no
syllabus and worked independently of each other. They taught mainly composition and prcis
to classes of over a 100 students (Project Evaluation Report, 2005).
2.8.4 Phase II: Project of the English Language Centre at Engineering University (19891994)1
In October 1989, the English language teaching in this Engineering University became
centralized with the establishment of the English language centre under a five year project
funded by the Overseas Development Authority (ODA) and the Government of Pakistan
(Project Evaluation Report, 2005). During this time, British Council managed the affairs of
the project on behalf of ODA while the University Grants Commission (UGC) co-ordinated
the matters on behalf of the Government of Pakistan (Project Evaluation Report, 2005).
This report is based on the project evaluation report of the English Language Centre, August 1994, case study
on the evaluation of the English Language Centre by Rosy Ilyas, 1992, A study of Engineering students
motivation to learn English by Habibullah Pathan, 2009 and ELTR study of 2007 Provisions of ELT in Pakistan
conducted by Bushra Ahmed Khurrum. Name of Bushra Khurrum is not mentioned in the bibliography because
the report was submitted as Joint team led by Dr Fauzia Shamim.
30
The wider objective of the project was to improve the English Language proficiency of
undergraduate students embarking upon English medium degree level courses in Engineering
and Technology in Pakistan. (Project Evaluation Report: 1994 cited in Project Evaluation
Report, 2005).
The following specific objectives were developed to translate the above mentioned objective
into reality as stated in the evaluation report of the project, August 1994:
1. To establish staff and resource at English Language Centre at Engineering University,
Jamshoro.
2. To train and prepare counterpart staff by the completion of the project period.
3. To prepare instructional materials to teach English courses to the students in groups
of reduced size (20-25)
4.
To teach intensive English courses to the students in groups of reduced size (20-25)
5.
To assess and evaluate any improvements achieved by the students as a result of the
courses.
In 1989, when the project started, a major challenge was not only to transform the teaching of
the English language at this Engineering University in terms of the quality of teaching and
learning but also to provide sufficient resources, trained staff and independent space to the
centre for the smooth working of the project (Project Evaluation Report, 2005). To meet these
ends, ODA provided financial assistance that covered the expenses of the British staff (the
Director/Advisor), the counterparts advanced training in UK, books and equipment, short
consultancy visits and conferences. This university provided space for offices and classrooms
and made arrangements for counterpart and auxiliary staff (Project Evaluation Report, 2005).
At the time of its establishment the staff consisted of the British Director and three local
counterparts (Project Evaluation Report, 2005). By the time the project approached its end,
the English language centre at this Engineering University was fully established. The centre
had a total of 10 staff members. This included the three expatriate staff: the Director, the
Assistant Director and Volunteer from Voluntary Services Overseas (VSO), who supervised
31
the Self Access Centre, and seven local faculty members (Project Evaluation Report, 2005).
During the project, four out of the seven local staff were sent for post-graduate training
courses to Britain and one was awarded a Scholarship to receive English language teaching
degrees from UK (Project Evaluation Report, 2005). In addition, throughout the project, the
local faculty received ongoing training by the project staff from UK. This training encouraged
teachers to adopt communicative methodology in their teaching and to use pair work and
group work strategies in their classes. As a result the centre developed a reputation for using
modern methods and for making its classes interesting and involving. (Project evaluation
report, 1994, Cited in Project Evaluation Report, 2005).
It is worth mentioning that the teachers were able to adopt communicative methodology in
their teaching in class sizes reduced from a 100 students to 20-25 students per class as this
was one of the objectives of the project (Project Evaluation Report, 2005). As a result of these
initiatives to build capacity, the teaching staff became capable to prepare instructional
materials according to student needs for the first year course and for the self-access centre to
prepare examinations and to maintain smooth running of the self-access centre (Project
Evaluation Report, 2005). During the project, the teaching staff of the centre was expected to
teach a maximum of 12 hours a week. They were also timetabled to assist with the supervision
of the Self-Access Centre (Project Evaluation Report, 2005). The centre, under the direction of
the director, developed a Compulsory English Course for undergraduates. The course was
developed on the basis of the needs analysis with the help of a questionnaire for students
(Project Evaluation Report, 2005). Informal discussion with students, interviews with faculty
members and administrative staff were also carried out to support the findings of the
questionnaire. The main emphasis of the course was on the teaching of reading and study
skills. The course was designed to be taught over a period of approximately 60 hours. In
practice, the maximum number of hours taught to a class was 40 and even less than that
(Project Evaluation Report, August 1994 cited in Project Evaluation Report, 2005).
Between 1989 and 1994, the centre offered other courses, for example, Voluntary remedial
courses were offered to six groups of 1st year students, and optional courses, ranging from
Academic Writing to Job Skills, were offered to students from the other years (Project
Evaluation Report, 2005). Other than that, the centre also offered the teacher training
programs to the staff from other departments in the university. These courses enhanced the
32
prestige of the centre (Project Evaluation Report, 2005). As mentioned earlier, the centre was
provided its own building, which consisted of three classrooms, a teachers common room,
two offices and a self-access centre (Project Evaluation Report, 2005). All the rooms were airconditioned. The classrooms were well-furnished with carpets, white boards and overhead
projectors. The centre was well-equipped with books.
Throughout the course of the project, the project team enjoyed full support of the university
authorities (Project Evaluation Report, 2005). They had direct access to the Vice-Chancellor
and the Dean. However, its status was still ambiguous within the universitys organizational
structure. For the centre to become an integral part of the university, the project evaluation
report recommended that:
The English language centremust be given an unambiguous position within the
administrative hierarchy of university. It must have the status to enable it to
negotiate on equal terms with other departments; it must have direct lines of
communication to the higher management of the university and it must have its
own established posts and an adequate budget. Without these it cannot be
considered to have become an integral part of the university (Project Evaluation
Report, 2005).
However, unfortunately, project concluded without the Universities Grant Commission/
National Academy of Higher Education officially recognizing the English language centre by
providing it with its own established posts and budget (Project Evaluation Report, 2005). As
predicted by the project evaluation report, the staff, students and administration at ELDC
perceive that this has had a significant impact on the ability of the centre to offer quality
teaching and learning (Project Evaluation Report, 2005).
2.8.5 Phase III: Present State of the English Language Centre the Engineering University
(Post-Project Phase)
Phase III started in 1994 with the withdrawal of the project and its expatriate staff. Several
changes took place in the organization of ELT over the period of last 12 years after the end of
the project (Project Evaluation Report, 2005). Some of the major changes are outlined below:
During the Project Phase, the centre had autonomy in financial management since the financial
assistance was provided by the ODA (Project Evaluation Report, 2005). As a result, the centre
33
was able not only to upgrade and maintain its equipment for the purposes of teaching English
but also had sufficient, well-trained teaching staff. In contrast, today the centre has no
financial autonomy. In fact, it does not have any say in the planning its budget (Project
Evaluation Report, 2005).
In 1994, the British Director was replaced by a Pakistani who retired in 2008. Since then a
temporary In charge of the centre is looking after the administration of the ELDC. Today
there is a total of seven teachers in the centre due to the budgetary limitations, as compared to
10 teachers earlier (Project Evaluation Report, 2005). During the project phase, three of the
present teachers were also serving the centre. Two of them received ELT training from the UK
and one received in house training from the British staff. However, the rest of the teaching
staff was hired after the withdrawal of the project. These teachers are teaching English without
any formal qualifications and/or training in ELT. Recently one of the faculty members has
been awarded PhD scholarship to do a PhD. Three lecturers are doing MPhil from Pakistan.
The English language classes have 60 to 120 participants, which is quite similar to the preproject phase when classes were large (over 100) the teaching of English was a decentralized
activity in the university (Project Evaluation Report, 2005).
2.8.6 English Language Courses at Engineering University

A one-semester Compulsory English language course is offered by the university to the
students of all sixteen disciplines in the first year of studies. The academic year at this
Engineering University is divided into two semesters so the teaching of English to the sixteen
disciplines is divided between the two semesters. That is to say, English classes are divided
into two semesters so that half the disciplines have the Compulsory English language course in
the first semester and the remaining half have the course in the second term (Project
There is a prescribed course for teaching English in the first year. The course has been
developed by the director of the centre to cater for the needs of the first year students. The
course is designed to be taught over a period of 52 hours (standard credit hours for English
and other engineering subjects) and because of the need to follow ISO 9000 certification this
target is normally achieved. In fact, at times teachers write an application to the dean for extra
34
classes (10 to 15) which are then sanctioned. This is a credited course and at the end of a term
students take 100 marks exam (Project Evaluation Report, 2005).
There is an increasing demand on the centre by various disciplines to teach a special course
titled communication skills Technical Report Writing and Presentation Skills to their
students. In 2005, the course was taught to the third year students of textile department by two
teachers of the centre who have not been paid extra amount for teaching this course (Project
Evaluation Report, 2005). The course plan was given to the centre by the textile department
who actually also suggested the course. This course is designed to be taught over a period of
52 hours. This is a credited course and students take 50 marks exam at the end of the course.
The English language centre also offers classes for improving the English language
proficiency of students during the early afternoon. However, the centre has to organize these
classes, as per ISO 9000 requirement, if there is a demand from the students for these classes
the Centre has to run it. Students from any department of the university may attend these
classes with written permission from the chairperson of their department. In these classes, the
students are taught Communication Skills. The classes take place in the early afternoon,
between 12:00 p.m. to 2:00 p.m. and they are held thrice a week. The total duration of the
classes is ten weeks (Project Evaluation Report, 2005).
Usually an average of 30 to 40 students get enrolled at the beginning. This number drops to an
approximate 25 by the end. Students take a test at the end of a course however whether they
pass it or not they are given a certificate provided they have attended 50% of the classes
(Project Evaluation Report, 2005).
The Functional English classes have between 60-120 students. This large class size was the
result of the recent increase in the intake of students on the advice of Higher Education
Commission. It must be noted that all fresh entrants have to study the English course as a
compulsory subject during their first year of studies at the university (Project Evaluation
Report, 2005).
The present teaching staff (2012) at the English language centre consists of a total of 09
members. This includes the director and 08 teachers of English.
35
The Staffing of teachers for the centre is a centralized process, similar to the process of hiring
teachers in the higher education institutions in Pakistan. When there is a vacancy the post is
advertised in the newspaper; as a result interested candidates apply for it. They are then short
listed and asked to appear for the written test. Candidates who clear the written test are finally
interviewed by the selection board and are thus selected (Project Evaluation Report, 2005).
The teachers at this Engineering university represent different age level and teaching
experience ranging from relatively younger teachers with 1-4 years of teaching experience to
older teachers with more than 15 years of experience (Project Evaluation Report, 2005). All
the teachers have post graduate qualification (ELT or English Literature) as is the requirement
for teaching in higher education institutions, even for contract teachers. However, none of the
teachers have M.Phil or Ph.D qualifications (Project Evaluation Report, 2005). The University
has sent one faculty member to study for a PhD from UK.
Two senior teachers, including the director of the centre, have received post-graduate training
from Britain during the period of the project. They provide in-house training to new teachers
immediately after their appointment (Project Evaluation Report, 2005). One of the assistant
professor has completed a diploma course offered by the Aga Khan University(Project
Evaluation Report, 2005). One lecturer has recently completed Masters in ELT and he is
expected to complete PhD by September 2012. Most of the younger teachers are now doing
an MPhil from local Pakistani Universities. At present, three out of the seven teachers at this
Engineering University have membership of a professional ELT association (Project
The centre has an official curriculum document for the English Compulsory Course. This
document is called the course plan or the teaching plan by the teaching staff. A copy of the
course plan was given to the students at the beginning of their English classes (Project
The plan divides the course into 52 sessions and then gives a specific break down of what
should be taught in each session. The document does not specify the books for recommended
reading. Therefore everyone uses their own teaching material (Project Evaluation Report,
2005). The faculty of the centre rely solely on the course plan to design their lessons since
they do not have a prescribed textbook (Project Evaluation Report, 2005).
36
The 52 hours functional English course has been designed for the first year engineering
students(Project Evaluation Report, 2005). These students have been allowed admission to
take a Bachelor of Engineering (BE) on a merit cum quota basis system. The students are top
scorers from the intermediate Boards of the Province Sindh and a pre-admission test
conducted by the Engineering University. The medium of instruction in BE course in this
university is English language. The English language development center (ELDC) of this
university offers the course to the students to prepare them for academic study and help them
cope with input texts, i.e., listening and reading, in the discipline as well as to produce output
texts in speech and writing throughout the course (Project Evaluation Report, 2005).
The students English language learning needs are determined by the academic council of the
university below: (There is a centralized system and teachers cannot engage into discussion or
negotiate any changes in the course or even cannot say what are students needs of learning
English).
(1) Survival in English Medium classroom environment
(2) Passing exams
(3) Successfully undertaking their desired courses in the university where medium of
instruction is English
(4) Improving all-round speaking, listening and pronunciation skills
(5) Grammar and vocabulary skills
(6) Understanding surveys and reports
(7) Writing basic report based on graph or survey, letter, email and narrative, notes
(8) Developing specific reading skills: to skim the text for main idea, to scan the text for main
information, to interpret and survey the text and to use research question to focus on relevant
information, infer & understand writers stance
(9) Developing listening and note-taking skills in context of lectures
37
(10) Developing awareness of technical or key vocabulary for academic technical English- for
recognition and production (such as world building, use of affixes and use of synonyms)
(11) Planning and writing essays
(12) Practice organizing and delivering a short talk in seminar.
Table 2.3 Tentative Teaching Plan of English at Engineering University
ENGLISH LANGUAGE DEVELOPMENT CENTRE

TENTATIVE TEACHING PLAN
Department of
Name of Teacher:
Subject: Functional English
Term Starting Date:
S#
01
Term Suspension Date:

Topic
No of lecture
Hrs. required
INTRODUCTION TO ELDC.
a. Students are informed about their responsibilities about attending the centre specially, the
regular classes, the Self Access Centre, Language Laboratory.
b. Information is given about teaching methods and the materials used.
c. Information is given about students desired behavior in classroom and about maintaining
discipline in the building of ELDC.
FUNCTIONAL ENGLISH.
How to acquire fluency
Vocabulary
How to acquire accuracy
1 Lecture
04
Sentence structure:
a. Punctuation marks (revision)
b. Tenses (revision)
c. Simple, compound and complex sentences + question Tags.
d. Conditionals
e. Conversion
7 Lectures
05
Paragraph-writing
3 Lectures
06
Letter-writing:
a. Applications
b. Official letters
c. Demi-official letters
d. Business letters.
e. Personal (friendly)
Prcis-writing
Reading Skills: Scanning
Skimming
Detailed reading
MID TERM TEST
Report writing
Communication Skills
a. Listening
b. Speaking
Communication Skills.
a. Reading integrated with listening and speaking.
b. Writing integrated with reading, listening and speaking.
02
03
07
08
09
10
11
12
13
14
4 Lectures
4 Lectures
5 Lectures
4 Lectures
3 Lectures
3 Lectures
3 Lectures
1 Lecture
3 Lectures
6 Lectures
5 Lectures
Total Lecture Hrs
52 Lectures
Extra classes if need be.
38
2.8.6.1 Overall English Course

The course focuses on integrated and individual skill development. However, this course is
mixture of English for General Academic Purposes (EGAP) and English for Specific
Academic Purposes (ESAP).
The course plan starts with (1) introduction of the ELDC and
about different sub sections of the ELDC such as the self-access centre and the language
laboratory. The students come from different departments to the ELDC and get to see each
other for the first time. In their respective departments there is political involvement and there
are serious discipline issues; due to this the ELDC administration from the very first week
informs them about attending the centre and about the desired behavior.
Although telling students about the communicative teaching method is technical for them, it is
important in this environment because the engineering faculty still adheres to the lecture
method. The students are informed that English learning is different from the mainstream
engineering subjects and it is more about learning in groups and pairs rather than teacher talk.
It is clear from the teaching plan that in Pakistani English classroom vocabulary is thought to
be an integral area. The teachers as well as the students think that without sufficient
vocabulary one cannot speak English fluently. Due to this how to acquire fluency and
vocabulary have been accommodated in four contact hours in the teaching plan and syllabus.
It is widely recognized that in reference to goals, learners need a receptive vocabulary of
around 3000 high frequency words in order to achieve independent user status (Thornbury,
2006: 240). This gives students ninety percent coverage of normal text (ibid, 2006: 240).
It is also important to note here that in Pakistani universities vocabulary is still taught in a way
that the students are given a long list of words and it is expected that they would memorize the
words (Pathan, 2011). This often causes misuse of the words. Taking this into consideration,
ELDC staff changed the strategy and devised some vocabulary related tasks. It is impossible
to teach students all the words they need to know. Therefore, it is advisable to provide students
some prospects for incidental learning, through extensive reading (Thornbury 2006: 240).
This helps students to experience using dictionary and taking notes (Thornbury, 2006). It is
worth mentioning here that difficulty level of text is high for students of public universities in
Pakistan; this may be compensated by introducing relatively simpler activities.
39
In the teaching plan more than 07 contact hours have been allocated for revision of English
grammar. Normally students are expected to have learned tenses, sentence structure and
conditional sentences in the college; however, this practice is done for revision purpose in
context of English for engineering.
The major issue with teaching grammar at ELDC is teaching of grammar in isolation with no
context. Interaction would be something the way tenses are taught at ELDC to the students. It
is a teacher and student interaction with some technical information about verb, tense and kind
of tenses.
The Next stage is writing which starts with writing of the paragraph. The students are taught
how to write different kinds of letters ranging from job applications to business and official
letters. Teachers use supplementary materials mostly based on local Pakistani English
newspapers and not from engineering related subjects. Matters pertaining to authenticity of
text are not taken into consideration. Pakistani newspaper texts are not authentic because the
writers use journalistic style and use archaic words. The students expose themselves to such
texts and use English the way they read in the newspaper.
The first few contact hours are spent to introduce to students technicalities of writing a
paragraph with definitions. For example what is word, what is sentence and what is
paragraph?
Following this the students are given copies of newspapers and magazines to recognize types
of words (simple, compound), type of sentences (complex, simple) and paragraph (argument,
factual or descriptive).
At this stage the students are introduced to the structure of essay writing such as (1) how to
write introduction with thesis statement (2) how to write paragraph in body of the essay with
topic sentences and (3) how to write conclusions.
Prcis writing is also taught to the students so that they can understand and practice how to
write concisely. One of the reasons of teaching this kind of writing is that those engineering
students who wish to take the composition paper of Central Superior Service of Pakistan
40
(CSS) can attempt the question of prcis writing. There is no published material for this.
Teachers use material of their own choice and exploit it in activities in class.
Reading Skills
One of the expected outcomes of the functional English course at university is to help students
to be able to read technical text effectively. This is why the students are taught different ways
of reading by introducing reading sub skills such as skimming scanning surveying and
detailed reading. Most of the material used for practising such skills is technical which is
taken from different engineering books. In addition, the technical vocabulary is also
introduced through technical text.
Aims of the reading lessons are:

understanding reading strategies and practising sub-skills, identifying key information and
topic sentence, using affixes and word sets, identifying implicit ideas, identifying writers
level of confidence and writers stance on information from use of marked words.
The students become familiar with reading strategies and sub-skills so that they can read
pieces of information they are provided with using technique. In the input factors, the text is
not very challenging for readers. The lessons are staged in a systematic order. The information
regarding the topic of the text and reading sub-skills represent explicitness of information. For
example the lesson encourages the teacher to tell the students how to skim or scan or survey
the passages. The students are directed to pre-reading activities to activate their schemata of
the subject as in activities.
The teacher presents information regarding affixes like re, un, ize etc. The students are asked
to use these affixes to make words in groups related to the topic. Systematically the students
practice formation of sets of words and guess the synonyms (cost- ly). Following previous
lessons the students survey the text and check their prediction that whatever they discussed
and said about the contents of the technical topic is in the text or not. It is important to notice
that the sequence in lessons provides opportunity from comprehension based activities to
controlled production activities to real communication interaction. For example, in the end of
41
this lesson, the students form a group and discuss generally about the technical topic and share
information with each other.
Following the first two lessons the students move from the simple to deep understanding of
the reading text. The teacher introduces words that ascertain the degree of confidence like
(probably, more likely, may have cause, caused etc). The students look for these words in the
text and discuss what is the writers stance and where this information is located in the text.
When they find these words and locate the information, the students are asked to infer the
information with the help of marked words. For example when the writer says it is possibly
true that means he is not hundred percent sure and the information is not for generalization or
it can be true in some conditions.
Mid term test

This slot is given in the tentative teaching plan for the reason that it is revision of the previous
topics covered in contact hours. The students take revision classes and ask questions regarding
their tests and exams.
Report Writing
Although the University has planned to introduce technical report writing as a separate subject
for all third year Engineering students, first year students are given a flavor of writing reports
in three contact hours. The session starts with introducing components of technical report,
gathering data and field visit. At this occasion, students are asked to visit various engineering
departments and write a short report on areas identified on mutual consultation with teachers
and students.
Communication Skills
(a) Listening (b) Speaking
(a) Reading Integrated with listening and Speaking
(b) Writing integrated with reading, listening and speaking
The Last 11 contact hours in the teaching plan are for listening, speaking and integrated skills.
English lecturers do not follow this sequence and take listening sessions from very first classes
so that students can understand how to take notes and look for information from the lectures.
42
The focus of listening skills is on short and long responses. During this the teacher ensures
that students (1) obey instruction draw shapes, or pictures, signs in response to instruction (2)
tick off items, tick off words, components as students hear (3) true/false, to indicate with
symbols true or false in listening passage (3) detect mistake deliberately made to trigger
response of students, and (4) take notes in long responses.
2.8.6.2 Assessment Practices

At the Engineering University there is continuous assessment practice in the form of sessional
tests as well as end of course exam practice in the form of final term exam.
The sessional tests are mostly developed by the individual teachers for their own classes.
However, at times they also use the tests developed by other teachers for their classes. By the
end of the course, teachers are supposed to have taken three sessional tests of five marks each.
Out of these three tests, the marks of the two of the best tests are counted towards the final
term exam as per ISO rule. The entire record of sessional tests is submitted by the concerned
teacher to Examinations Department at the time of submission of sessional marks.
The end of term exam paper is generally developed by the director and senior English teachers
in the centre. This paper is sent to the external examiner along with a copy of syllabus in a
sealed envelope by the Controller of Examinations. The external examiner can modify up to
50 percent maximum of the question paper. English Compulsory carries a total of 100 marks.
Out of these, 80 marks are allocated to the final term exam, 10 marks to sessional tests and 10
marks to attendance (Project Evaluation Report, 2005).
The tests assess students ability to understand the text. There are questions for comprehension
of text. The students vocabulary is tested in the context of the text and they are asked to
identify the part of speech of the word and also match the meaning of the word in the column
provided. The students are expected to summarize the text in their own words and comment
critically on the text. Unfortunately, there are no resources to assess students listening skills
in large classes and limited time (Project Evaluation Report, 2005).
The examination scripts are sent to the concerned External Examiner first and thereafter they
are assessed by the internal examiner (Project Evaluation Report, 2005). The average of the
43
marks of the Internal and External Examiner is awarded to the candidates. In case the variation
in the award of marks exceeds 20% marks between the internal and external examiner, the
matter is referred to the Dean of the concerned Faculty for a final decision (Project Evaluation
Report, 2005).
2.9 Summary
This chapter has given an overview of the English language contact and English language
teaching in Pakistan which is relevant with this study on motivation for learning English in
Pakistan. The colonial past of Pakistan and its influence on the education and administrative
systems is significant. There are divisions of opinions in language policy in the Pakistani
education system. There are English medium schools on one hand and vernacular schools on
the other. The students who are from English medium schools expect a progressive career
because the system in private schools helps students to learn English. On the other hand the
vernacular schools such as Sindhi or Urdu medium are state run. There is lack of expertise and
resources to teach English to these students.
At university level English is taught as a compulsory subject, to the extent that any student
failing the English exam is not awarded university degree. English in Pakistan thus enjoys
high status and promises professional growth to users. This is why the students and their
parents invest money so that their children learn English and live a successful life (social and
economic upward mobility) in Pakistani society. There are, however, certain sections in
society and family which are likely to be factors that affect students motivation to learn
English such as religious Mula (Clergy) and grandparents. The religious Mulas discourage
students to learn English upon an assumption that English makes people liberal and keeps
them away from Islam. Some of the grandparents who saw British rulers before independence
of Pakistan discourage the use of English as they still perceive English as language of masters.
There are also other sections such as Political Comrades (nationalists) in universities who
discourage the use of English and encourage the use of local languages on campus.
The constitution of Pakistan has given interim status to English, despite the fact that the
national language is Urdu. Indeed, this is despite the fact that the Urdu language was supposed
to replace English in all official affairs in by 1988. The governments have not been able to do
this because English has become integral part of the Pakistani system which demonstrates that
44
people in Pakistan have positive attitudes towards English and high motivation to learn
English (Mansoor, 2005). Most people believe that English is a neutral language and that it
peacefully co-exists with other regional languages in Pakistan (ibid.).
At the same time, the lack of adequate resources such as qualified teachers and appropriate
teaching materials and models have made the learning of English a challenging task in
Pakistan especially at state run college and school level. The English teaching conditions at
university level in Pakistan have not been encouraging because of lack of resources and
untrained faculty. English is still taught by teachers who have literature degree. However, in
comparison with general universities the picture of teaching of English in professional
universities is better. This is because the university appreciates the fact that the professional
engineers contribute to the countrys economy and these engineers have to interact with an
international community of engineers who speak English. The government of Pakistan has
taken serious steps to bring about qualitative change in the scenario of English language
teaching in Pakistani universities so that the students can get good jobs and be successful
professionals. The English language teaching reforms project has been established which is
helping to re-organise the English teaching centres in the country in terms of providing
resources and train the English teachers. ELT experts from UK, USA are offering training to
the university teachers in Pakistan to raise awareness that teaching English literature and
English language are two different fields.
The next chapter discusses the theories and research in the field of second language motivation
and presents the theoretical framework of this study.
45
Chapter 3
Second Language Motivation Theories and Research
3.1 Introduction
This chapter sets up the theoretical framework for my investigation of motivation for learning
English. This chapter discusses (1) various definitions of motivation (2) chronology of the L2
motivational frameworks; and (3) major researches in the field of L2 motivation in different
contexts.
3.2 Defining L2 Motivation

The challenge with motivation is that it is a psychological and abstract term, which is not
directly observable (Drnyei, 2001b). According to Ellis (1985) there has been no agreement
on a definition of motivation and it has been used as a general term, which includes a number
of possible concepts. Spolsky (2000: 158) explains motivation in behavioural term as the
amount of time a learner was prepared to spend on learning tasks. On the other hand,
Motivation is not a concept that can be used as a singular expansion of behaviour, but it results
from the multiple interaction of a large number of other variables, among them are: (a) the
need or drive level, (b) the incentive value of the goal, (c) the individuals expectation, (d) the
availability of appropriateness responses, (e) the possible presence of conflicting or
contradictory motives and, (f) unconscious factors (Hunt, 1993).
Drnyei (2001a: 8) is of the view that most researchers agree on definitions of motivation
which concern the direction and magnitude of human behaviour. In other words, (1) the choice
of a particular action, (2) the persistence with it, and (3) the effort expended on it (ibid, 2001a:
8).
Following this definition and meaning of motivation, I present a few operational definitions of
motivation that I will use, which are mostly referred to by the L2 motivation researchers.
Motivation to learn a foreign language involves all those affects and cognitions that initiate
language learning, determine language choice, and energize the language learning process
(Drnyei, 2000b).
46
It concerns the direction and magnitude of human behaviour, that is: the choice of a
particular action, the persistence with it, the effort extended on it (Drnyei, 2001a: 9).
why people decide to do something, how long they are willing to sustain the activity and how
hard they are going to pursue it (Drnyei, 2001a: 8).
The dynamically changing cumulative arousal in a person that initiates, directs, coordinates,
amplifies, terminates and evaluates the cognitive and motor processes whereby initial wishes
and desired are selected, prioritized, operationalised and acted out (Drnyei, 2001a: 9).
3.2.1 Theoretical Framework of my Study
The study of students opinions about their learning English is complex because language
learning takes place in the social context and the classroom context. There are various
influences on students when they decide to learn English. These range from their own
perceptions of the reasons of learning English, past English learning experience and their
parents and teachers. This is why this study takes elements from various developmental phases
of L2 motivation such as (1) Socio Psychological Period (2) Cognitive Situated Period and (3)
Temporal Dimension. The classical distinction of instrumental and integrative motivation in
Gardners AMTB is important to be investigated so as to find out what are students
perceptions of the reasons of their learning English. Are these instrumental or integrative or
both? The role of integrative motivation is shifting in countries of outer circles such as India,
Pakistan where English is used as second language. This study also tries to see what are
students perceptions of this shifting role of integrative motivation in the Pakistani context. In
addition the role of parents in students learning English is important to be investigated as in
Pakistani society students follow what their parents say and their choice of doing things,
including learning English, is influenced by parents. In Pakistani society parents include
grandparents as well so it is important to see how they influence students English learning in
addition to students parents.
This study then takes elements from Drnyeis three stage model on the learning situation
level where English Course Motivational Component and English Teacher Specific
Motivational Components have been discussed in detail. Gardner has already talked about
Course and Teachers in AMTB but in Cognitive Situated Period, Drnyeis three stage models
discusses English Course and Teachers in details. This study takes elements both from AMTB
and Drnyeis three stage model on learning situation level.
47
Motivation for learning English is inconstant and it fluctuates. This study also attempts to
investigate what is students motivation for learning at the beginning and end of the English
Course and whether there is any change in students motivation for learning English after they
take the English course at university.
3.3 Perspectives on Motivation

In the field of second language acquisition (SLA) in particular, the subject of motivation has
been very important (Drnyei, 2005; Drnyei, 2001b; Drnyei& Skehan, 2003; Drnyei &
Schmidt, 2001; Brown, 2007; Ushoida, 2001; Jacques, 2001). Drnyei (2009) mentions that
motivation provides a primary impetus to initiate second/foreign language learning and later
the driving force to sustain the long and even tedious learning process. Without sufficient
motivation, even individuals with the most remarkable abilities cannot accomplish long term
goals, and neither are appropriate curricula and good teaching enough on their own to ensure
student achievement (ibid.).
Brown (2007: 168) gives three perspectives with regard to
motivation, as follows:
(a) Behavioural perspective

Motivation is quite simply the anticipation of reward (Brown, 2007: 168). Driven to acquire
positive reinforcement, and driven by previous experience of reward for behaviour, one acts
accordingly to achieve further reinforcement. Skinner, Pavlov, and Thorndike (cited in,
Brown, 2007) put motivation at the centre of their theories of human behaviour. In this view,
performance in tasks - and motivation to do so - is likely to be at the mercy of external forces:
parents, teachers, peers, educational requirements, job specifications, and so forth (ibid, 2007).
These external factors such as parents, teachers, educational requirement and peers are likely
some of the sources of motivation for learning English in Pakistan.
(b) Cognitive terms of motivation place much more emphasis on the individuals
decisions the choices people make as to what experiences or goals they will approach
or avoid, and degree of effort they will exert in that respect (Killer, 1983, in Brown,
2007: 169). These cognitive terms of motivation are described as Constructs:
(a) The need for exploration (probing for unknown),

(b) The need for manipulation-causing change,
48
(c) The need for activity, movement (both physical and mental),
(d) The need for stimulation, by environment, by other people, ideas, thoughts,
(e) The need for knowledge- process and internalize the results of exploration,
manipulation, activity and quest for solution to problems,
(f) The need for ego enhancement, which Drnyei (2005) named as self-esteem (Brown,
2007: 169).
These constructs suggest that the engineering students who take English language course are
aware of their learning process. They have choice which activity they are interested to do to
learn English effectively.
(c) Constructivist views of motivation place even further emphasis on social context as
well as individual personal choices. Each person is motivated differently, and will
therefore act on his or her environment in ways that are unique. But these unique acts
are always carried out within a cultural and social milieu and cannot be completely
separated from the context. The constructivist view of motivation is derived as much
from interactions with others as it is from ones self-determination (Brown, 2007 169).
The engineering university students are from varied backgrounds ranging from Urban to Rural
Sindh of Pakistan. Because of their individual differences, they have different patterns of
learning English in English class. For example students who are from private school and
belong to Urban Sindh expect and learn differently from the ones who are from public sector
school and Rural area of Sindh.
3.3.1 Three Phases of L2 motivation research

L2 motivation research has been a thriving area within applied linguistics during the past four
decades (Drnyei, 2003b). Motivation research started with purely a psychological construct,
which later on became an integral research of second language learning at classroom level. It
is useful to divide this period of transformation of motivation into three phases:
3.3.1.1 The social Psychological Period (1959-1900)

Gardner (1985) presents his socio-psychological construct of motivation in the following
definition the extent to which an individual works or strives to learn the language because of
a desire to do so and the satisfaction experienced in this activity (Dornyei, 2009).
49
This period was characterized by the work of social psychologist Robert Gardner and his
students and associates in Canada eg, (Gardner, 1985; Gardner and Lambert, 1972; Gardner
and MacIntyre, 1993). The best known concepts from this period are integrative and
instrumental motivation/orientation, the former referring to the desire to learn an L2 of a
valued community so that one can communicate with members of the community and
sometimes become like them, the latter to the concrete benefits that language proficiency
might bring about (eg, career, opportunity, and increased salary (Dornyei, 2009).
The work was situated in policies where second languages were positioned as mediating
factors between different ethnolinguistic communities in a multicultural setting and,
accordingly the views taken that motivation to learn the language of the other community
would be the primary force responsible for enhancing or hindering intercultural
communication and affiliation (Drnyei, 1998 and Drnyei, 2009). The most important
advancement in the research by Gardner, Clment and their associates was the development of
standardized instruments for data collection such as Gardners (1985) Attitude/Motivation
Test Battery (AMTB). This based the theory on pure empirical evidence. This followed
replication of a number of studies in different social and cultural contexts, and social
psychological constructs, and received confirmation of results in contexts outside Canada
(Drnyei, 1998). Drnyei (2000a) states that Gardner and his associates formulated a complex
model of L2 motivation comprising three facets: (1) integrative orientation and instrumental
orientations, (2) the Attitude/Motivation Test Battery (AMTB) and (3) the socio-educational
model of Second Language Acquisition.
3.3.1.2 The cognitive-situated period (1990s)

This period was characterized by work that drew on cognitive theories imported from
educational psychology, mainly conducted outside Canada (Drnyei, 2009). The best known
concepts associated with this period are intrinsic and extrinsic motivation, attributions, selfconfidence/efficacy and situation specific motives related to the learning environment, e.g.
motives related to L2 course, teachers, peers (Drnyei, 2001b; Williams and Burden, 1997).
50
Drnyeis (1998) over eighty 80 relevant L2 studies from the period include more than 10 ten
newly designed theoretical motivation constructs. The very fact that Tremblays and Gardners
(1995) new motivation model which was developed in response to a call for the adoption of
the wider vision of motivation, does not contain the integrative motive, well characterizes the
extent of the new wave (Gardner, 1995). This renewed research vigour was due to a
combination of factors. First of all several scholars were in agreement with Crookes and
Schmidts (1991) initial call for a program of research that will develop from and be congruent
with the concept of motivation that teachers are convinced is critical for SL (second language)
success (Drnyei, 1998).
The 1990s brought along an extraordinary boom in L2 motivation research on two fronts (1) A
large number of publication- influential papers put forward by Drnyei (1994), Oxford (1994),
Oxford and Shearin (1994) were published in the 1994 volume of the Modern Language
Journal and additionally at the annual conferences of the American Associations for Applied
Linguistics in 1995 and (2) A variety of new motivational constructs and approaches (Drnyei
2009 and Gao 2004). It was a kind of paradigm seeking contribution (the direction of future
research on motivation); Crookes and Schmidt (1991) identified four levels of motivation:
micro, classroom, syllabus/curriculum and extracurricular levels. Drnyei (1994) gave a threelevel framework of L2 motivation and gave a list of 30 motivational strategies for language
teachers to motivate students in the L2 classroom. Williams and Burden (1997) gave a detailed
framework of internal and external factors influencing L2 motivation. Gardner (1985) came
out with components of expectancy, self- efficacy, valence, casual attributions and goal setting
as new motivational variables.
A number of researchers also attempted to elaborate motivational theories by adding new
components adopted from such disciplines as psychology, industrial psychology, educational
psychology, and cognitive psychology to explain motivational factors a better way in
particular context (Gao, 2004). For example, Oxford and Shearin (1994) gave new elements of
need theories, equity, reinforcement and social cognition theories and Piaget and Vygotskys
cognitive development theories to the theoretical framework for language learning motivation
and they suggested a set of practical implications for teachers to motivate L2 learners (Gao,
2004).
51
3.3.1.3 New approach

This period has been characterized by an interest in motivational change and in the
relationship between motivation and identity. The best known concept originating in this
period has been the process-oriented conceptualization of motivation (Drnyei, 2009;
Dornyei, 2000a; Drnyei, 2001b). The researchers give motivational change a technical name
of temporal dimension of L2 motivation. According to this, motivation involves not simply
arousing interest, but also sustaining that interest and constantly making an effort to achieve a
certain goal. This makes motivation dynamic and temporal (Dornyei, 2009).
Williams and Burden (1997) gave a three-stage model according to which, motivational
process develops along a continuum of initiating motivation, sustaining motivation and
investing time and energy into sustained effort to achieve certain goal. This means that even
within the duration of a single L2 course, most learners experience regular fluctuations of
their enthusiasm and commitment, often on day-to day- basis (Drnyei, 1998).
In response to this challenge, Drneyi and Ott (1998) developed a Process model of L2
motivation which organizes the motivational influences of L2 learning along a sequence of
discreet actional events in the chain of investigating and enacting motivated behaviour
(Drnyei, 1998). This outlines how initial wishes and desires are first transformed into goals
and then into operationalized intentions, which are seen as the immediate antecedents of
action. There are three main process Pre-Actional Phase, Actional Phase and Post Actional
Phase (Drnyei, 1998).
This was further explored by Ushioda (2001) who considered motivational evolution over time
and process of its shaping learners motivational thinking. Further, Ushioda (2001) introduced
(1) classification of temporal dimension as Casual (deriving from the continuum of L2
learning and L2-related experience (2) teleological (directed towards short and long term goals
and future perspectives). In addition she gave a model (1) goal-directed progression of L2
development and (2) Configuration of past experience, current experience and future
perspectives in shaping learner motivation (Ushioda, 2001).
Drneyi (2005) proposed an approach to the understanding of L2 motivation, conceived

within an L2 Motivational Self-System, which attempts to integrate a number of influential L2
52
theories (eg, Gardner, 1993 Norton, 2001; Ushioda, 2001; Drnyei, 2009). This initiative was
rooted in an important trend in self-psychology, which comes from the work of self theorists
who have become increasingly interested in the active, dynamic nature of self-system- the
doing side of personality, thus placing the self at the heart of motivation and action (Drnyei,
2009).
3.4 Gardners Motivation Theory and Concept of Integrativeness

The most developed and researched facet of Gardners (1985) motivation theory has been
integrative aspect. The significance of this concept is attested by its appearing in Gardners
theory in three different forms (1) Integrative orientation (2) Integrativeness and (3)
Integrative motive (Drnyei 2003a; Drnyei 2001a).
The term integrative motivational 2orientation concerns a positive interpersonal disposition
towards the L2 group and desire to interact with and even become similar to valued members
of that community (Drnyei, 2003a). It implies an openness to, and respect for, other cultural
groups and ways of life; in extreme, it might involve complete identification with a
community and possibly even withdrawal from ones original group (ibid, 2003). Thus a core
aspect of integrative disposition is some kind of psychological and emotional. According to
Gardner (2001, cited in Drneyi, 2003b) this identification is concerned with L2 community,
i.e., identifying with the speakers of the target language. However, in the case of engineering
university the students learn English so that they become part of engineering community
which does not require its members to withdraw from their original community (Pathan,
2009).
Gardner (1985: 10) wrote that external demand or reward might not motivate learning Many
attributes of the individual, such as compulsiveness, desire to please a teacher or parent, a
high need to achieve, might produce effort as would social pressures, such as demanding
teaching, impending examination..however, none of these necessarily signify motivation to
learn the language. Gardner and Lambert (1972, cited in Brown, 2007) found that
integrativeness accomplished higher scores on proficency tests in a foreign language. The
conclusion from these studies was that integrativeness was indeed an important requirement
2
Brown (2007) suggests that instrumentality and integrativeness are not actually types of motivation, as such,
but rather, are more appropriately termed orientation. That is, depending on whether a learners context or
orientation is (1) academic or career (instrumental) or (2) socially or culturally orientated (integrative).
53
for successful language learning. But this concept was thwarted by different studies by the
researchers as follows:
However, Drnyei (1990) argues that in the absence of a salient L2 group in the learners
environment, as was the case in Canada, the identification can be generalized in the cultural
and the intellectual values associated with the language as well as to the actual L2 itself (ibid.).
This is why one can detect a powerful integrative motive among Chinese learners of English
in mainland China who may not have met a single native speaker of English in their live. So
instrumental motivation and need for achievement were more relevant to foreign language
learners and integrative motivation was meaningful for second language learners (ibid, 1990).
This confirms comments of Brown (2007) who reports the research by Lukmani (1972) who
demonstrated that among Marathi-speaking Indian students learning English in India, those
with instrumental orientations scored higher in tests of English proficency. Kachru( 1992,
Rahman, 2003b) noted that Indian English is but one example of a variety of Englishes, which
can be acquired very successfully for instrumental purposes alone.
3.5 Gardners Socio-educational model

Gardners socio-educational model has been the subject of researchers interest to relate it to
theories and approaches to second language motivation (Drnyei 1998; Chambers 2001).
The socio-educational model is soundly based on seven other foreign language models each of
which can be placed into one of two categories: (1) those with a focus on linguistic processi.e. which address individual differences in second language achievement and (2) social
process, attention to the social, psychological variables which facilitate or impede second
language acquisition (Chambers 2001). Focusing on linguistic process includes the following
models:
(i) Monitor model (Krashen, 1978, 1981, 82 cited in Chambers, 2001): there are two
language systems, one conscious (attention to form rather than to content) and the
other subconscious (focus on the message rather than grammatical accuracy).
54
(ii) Conscious reinforcement model (Carroll, 1981, in Chambers, 2001): language learning
begins when the individual has the intent to communicate: depending on the intent, knowledge
and the context, the individual responds; if the response achieves the desire goal, it is
reinforced.
(iii) Strategy model the model has three level or stages:

(a) input- exposure to the language
(b) knowledge-conscious and intuitive knowledge about the language
(c) output- response (spontaneous or requiring deliberation).
To these three levels are applied four types of strategies (1) formal practising (2) monitoring
(3) functional practising and (4) inferencing (Chambers, 2001).
Category (2) focusing on social process includes the following models:

(iv) Social psychological model of second language acquisition. This model focuses on
affective factors such as ethnocentric tendencies, attitudes towards the other community,
orientation towards language learning and motivation (Chambers, 2001).
(v) Acculturation model. This model assumes the importance of identification with the target
language community but identifies other factors including social, affective, personality,
cognitive, aptitude, personal and instructional (Chambers, 2001).
(vi) Social context model. This places emphasis on the cultural milieu of the language
communities involved. Central to the model is the type of motivation in the learner which may
come at the extremes from a social context where (a) there is a little contact with the target
language community, learning of the target language is not encouraged at school or at home
and fear of assimilation with the target language community may be strong and (b) where first
and second languages have equal status, contact between the two communities is close, there
is considerable support from school and home and a high degree of integrativeness (Chambers,
2001).
(vii) Intergroup model. This model focuses on the second language acquisition of a linguistic
minority group and stresses the importance of maintenance of a positive self-concept. Those
55
who are integratively oriented tend to be more successful in acquiring the second language and
actively seek contact with the target language community in informal context (Chambers,
2001).
56
3.5.1 Gardners socio-educational model and four classes of variables

Within Gardners socio-educational model there are four classes of variables (Chambers,
2001).
(1) Social milieu

This is the influence of the cultural context in which the second language acquisition takes
place (ibid.). If the cultural belief is that to learn a foreign language is difficult, then the
general level of achievement is likely to be low. The converse is also true (Chambers, 2001).
My experience of teaching at professional engineering university suggests that the condition
with these students is somewhat similar. The students who think that learning of English is
difficult do not perform well in English classes and their achievement level is low. On the
other hand the students who think that learning English is easy tend to learn English
successfully and their achievement level is high.
(2) Individual differences

This focuses on four types of individual differences which influence achievement directly: (a)
intelligence (speed of learning) (b) language and aptitude (c) motivation (effort and desire)
and (d) situational anxiety (Chambers, 2001).
(1) Language acquisition context

(a) formal contexts- the language classroom or any situation in which the individual
receives training, explanations or drills; (b) informal contexts- situations where
instruction is not the primary aim, e.g. listening to the radio, watching television,
conversation (Chambers, 2001).
(2) Learning outcomes

(a) Linguistic outcomes-proficency in the language, grammar, pronunciation, vocabulary,
fluency, etc.
(b) non-linguistic outcomes- the attitudes and values which derive from the experience
(Chambers, 2001).
57
3.6 Attitude Motivation Test Battery (AMTB)

The Attitude/Motivation Test Battery (AMTB) is a multicomponent motivation test made up
of over 130 items which has been shown to have very good psychometric properties, including
construct and predictive validity (Drnyei, 2001a, 2005).
It operationalises the main
constituents of Gardners theory and it also includes language anxiety measures (L2 class
anxiety) as well as index of parental encouragement (Dornyei, 2001a). Adaptations of the test
have been used in several data based studies of L2 motivation all over the world, and at the
moment it is still the only published standardised test of L2 motivation (Dornyei, 2001a). The
AMTB has been used in various contexts throughout the world like China, Hon Kong,
Pakistan, Macau, Indonesia., etc.
Constituents scales of the AMTB
Attitudes towards French Canadians 10 Likert scale items
Interest in foreign language 10 Likert scale items
Attitudes towards European French people 10 Likert scale items
Attitudes towards learning French 10 Likert scale items
Integrative orientation 04 Likert scale items
Instrumental orientation 04 Likert scale items
French class anxiety 05 Likert scale items
Parental encouragement 10 Likert scale items
Motivational intensity 10 multiple choice items
Desire to learn French
10 multiple choice items
Orientation index
01 multiple choice item
Evaluation of the French teacher 25 semantic differential scale items
Evaluation of the French course 25 semantic differential scale items
(Dcrnyei,
2001a).
To investigate the motivation of learning English, the items of AMTB have been used
throughout the world such as China, Macau, Shanghai, India, Pakistan, Indonesia and Japan.
This study is also guided by AMTB. However, some of the factors have been added which
have been discussed in Chapter 3-4.
58
3.7 Tremblay and Gardners Model

In 1990 Tremblay and Gardner (1995) give a new dimension to Gardners socio psychological
construct of L2 motivation by introducing three variables in between attitude and behaviour
(Drnyei, 2001a: 53). Among these three variables first is Goal Salience. This refers to the
specific learners goals and frequencies of goal setting strategies used (ibid.). The second is
self efficacy which includes anxiety and performance expectancy. Performance expectancy
according to Drnyei (2001a: 53) is the expectation that one will be able to do different
language activities by the end of the course. The third is Valence which includes scales of
desire to learn L2 and attitudes towards learning the L2. Although these additions make a
connection between Gardners socially grounded construct and new cognitive motivational
theories it was reassuring that new variables can be added in Gardners socio educational
model without compromising the tools integrity (ibid.).
3.8 Expectancy Value theories in L2 motivation
There is no separate expectancy model given in L2 motivation research, but many components
from expectancy value have been included into L2 researches (Drnyei, 2001a: 55). It starts
with Gardner (1985) which speaks about (1) Intrinsic value: this is measured by the desire to
learn the L2 and attitudes towards learning the L2 which are also part of Tremblay and
Gardners (1995) model. (2) Extrinsic utility value: this is measured by the integrative and
instrumental orientation scales (ibid.).
An important dimension of the whole motivation construct in general is the degree to which
learners are intrinsically or extrinsically motivated to succeed in a task (Brown, 2007). There
are two sources of motivation intrinsic- (pleasure of doing a task for its own sake, inherent
pleasure) and extrinsic (carrot and stick approach, reward (Thornbury, 2007).
59
Table: 3.2: Motivational Dichotomies (from Brown, 1994:156)
Motivation
INTRINSIC
EXTRINSIC
Integrative
L2 learner wishes to
integrate with the L2
culture (e.g., for
immigration or marriage)
Someone else wishes the

L2 learner to know the
L2 for integrative
reasons (e.g., Japanese
parents send kids to
Japanese-language
school)
Instrumental
L2 learner wishes to
achieve goals utilizing L2
(e.g., for a career)
External power wants L2

learner to learn L2 (e.g.,
corporation sends
Japanese businessman to
U.S. for language
training)
Intrinsically motivated activities are ones for which there is no apparent reward except the
activity itself. People seem to engage in the activities for their own sake and not because
they lead to an extrinsic rewardIntrinsically motivated behaviours are aimed at bringing
about certain internally rewarding consequences, namely, feelings of competence and selfdetermination (Deci, 1975, cited in Brown, 2007: 172). Motivation which is inherent in
information processing and action is called intrinsic motivation (Hunt, 1971).
Extrinsic motivation is fuelled by the anticipation of a reward from outside and beyond the
self. Typical extrinsic rewards are money, prizes, grades and even certain types of positive
feedback (Brown, 2007).
The intrinsic-extrinsic continuum in motivation is applicable to foreign language

classrooms around the world (Drnyei, 2005; Brown, 2007). To support the importance of
the intrinsic and extrinsic motivation distinction related to L2 learning, some empirical
examinations of this theoretical construct have been conducted. Noels, Pelletier, Clment
and Vallerand (2000, cited in Gao, 2004) introduced a new L2-specific instrument for
assessing L2 learners orientation from a self-determination perspective. The researchers
60
then conducted a study to explore the motivational constructs in a sample of 159 students.
They found that intrinsic and extrinsic factors could be used to assess learner motivation in
a valid manner. It was also suggested that intrinsic and extrinsic motivation construct was
useful for understanding various existing orientation for L2 motivation (Gao, 2004). This
is the reason this study in an engineering university context in its questionnaires has
included the items such as watching movies reading novels.
3.10 Clments Social-Context Model of L2 learning

Clment (1980) gave a Social Context Model of L2 learning. According to this model
motivation has two processes:
(1) The primacy motivational process: It is based on the antagonistic interplay

between integrativeness and fear of assimilation, and is to determine the extent
to which individuals make contact with members of other groups
(2) The secondary motivational process: It indicates that the frequency and quality
of contact between the learners and the L2 community influences learner selfconfidence with the L2, and self-confidence has a direct effect on motivation
(Cited in Gao, 2004).
Clment and fellow researchers present results from studies in a setting where various
linguistic groups live together, linguistic self-confidence comes from quality and quantity of
the contact between the people of L1 and L2 groups which becomes reasons for learning
language of the other groups (Drnyei, 2005: 73).
61
Table 3.3
The Framework of L2 Motivation
INTERNAL FACTORS
EXTERNAL FACTORS
Intrinsic interest of activity

arousal of curiosity
optimal degree of challenge
Perceived value of activity
personal relevance
anticipated value of outcomes
intrinsic value attributed to the activity
Sense of agency
locus of causality
locus of control re: process and
outcomes
ability to set appropriate goals
Mastery
feelings of competence
awareness of developing skills and
mastery in a chosen area
self-efficacy
Self-concept
realistic awareness
of personal
strengths and weaknesses in skills
required
personal definitions and judgements of
success and failure
self-worth concern
learned helplessness
Attitudes
to language learning in general
to the target language
to the target language community
and culture
Other affective states
confidence
anxiety, fear
Developmental age and stage
Gender
Significant others
parents
teachers
peers
The nature of interaction with significant
others
mediated learning experiences
the nature and amount of feedback
rewards
the
nature
and
amount
of
appropriate praise
punishments, sanction
The learning environment
comfort
resources
time of day, week, year
size of class and school
class and school ethos
The broader context
wider family networks
conflicting interests
cultural norms
societal expectations and attitudes
From Williams and Burden, 1997
62
3.11 Self- Determination Theory and L2 Motivation

Intrinsic and Extrinsic motives focused in self-determination theory influenced the approaches
in motivational psychology; attempts have also been made for theoretical interpretations in L2
(Drnyei, 2005, 2001b). Brown (1994) has been a leading figure in establishing the position of
intrinsic motivation in the L2 classroom. It was argued that the old setting of the schools lead
students to have extrinsic motivation which then results in students focus on outward reward
like financial benefits. It does not help students to appreciate creativity and knowledge and
creativity (ibid.).
A wider motivational construct including three things was proposed (1) first group subsumes
intrinsic reasons which is present in language learning process such as whether learning the
language is fun, engaging, challenging or competence enhancing (Drnyei, 2005:77). The
second part has extrinsic reasons. Gardners instrumental orientations go with this category
(ibid.). The third category includes integrative reasons which speak about the positive contact
with the L2 group and identification with target language group (ibid.).
3.12 The temporal dimension of L2 motivation

Drnyei (2001b: 82) is of view that mastery of L2 normally takes many years and during this
time students motivation towards learning L2 does not remain the same. This suggestion has
encouraged researchers to analyze developmental patterns of learning L2 and explore change
(ibid.). The research on time has been described in work of Willams and Burden (1997) who
defined three stages of motivational processes, (1) Reason for doing something (2) Deciding to
do something and (3) sustaining the effort or persisting (ibid.). The stage (1) and (2) are
related to initiating motivation and stage (3) is related to sustaining motivation (ibid.). This
study investigates motivational change in engineering university students over the period of
English language course. My teaching experience informs me that engineering university
students also go through these stages of motivation.
3.12.1 Ushioda Research on Time/Motivation

Ushioda (1996a, 1996b, 2001, 2009) has also taken a stance on temporal dimension of
motivation in her qualitative research and supported the dynamic nature of L2 motivation. In
her longitudinal interview research with Irish learners of French the participatants felt that
their past learning history had an impact on their L2 motivation (Drnyeia, 2001a: 83).
63
Within the context of institutionalised learning especially, the common experience would
seem to be motivational influx rather than stability.Yet, the potential for developing a dynamic
theory of L2 motivation would seem to extend beyond the phenomenon of motivational loss or
growth alone. In this respect, a more introspective type of research approach is needed to
explore the qualitative developments in motivational experience over time, as well as to
identify the contextual factors perceived to be in dynamic interplay with motivation (Ushioda,
1996a: 240). Over the period of the English language course at university, this study intends to
investigate whether motivation is in flux or change or stable.
3.13 Drnyei and Otts Process model of L2 motivation

However none of the models of L2 motivation are entirely appropriate for researchers
purposes for three different reasons (Drnyei and Otto, 1998; Drnyei, 2001b).
(1) They did not provide a sufficiently comprehensive and detailed summary of all
the relevant motivational influences on learner behaviour in the classroom.
(2) Motivational theories typically focus on how and why people choose certain
courses of action, rather than on the motivational sources of executing goal
directed behaviour.
(3) Most of the motivational strategies did not do justice to the fact that motivation
is not a static state but rather dynamically evolving and changing entity.
Based on the above stated reasons Drnyei and Ott (1998) gave a process-oriented approach
to L2 motivation research. The new element of the model is that it takes a dynamic view of
motivation, trying to account for the changes for motivation over time.
The process model of L2 motivation is divided into three main phases: (1) Pre-actional phase
(2) actional phase and (3) post-actional phase (Drnyei and Ott, 1998; Drnyei, 2001b).
64
Table 3.4
Process Model of L2 Motivation
From Drnyei and Ott, 1998:48
65
Table 3.5 Process Model
66
(1) Pre-actional Phase

The first phase is made up of goal setting, intention formation and initiation of intention
enactment (Drnyei and Ott, 1998). Drnyei (2001a) says that the motivational dimension
related to this phase can be referred to a choice motivation, because the generated motivation
leads to the selection of the goal or task to be pursued as in the following diagram:
(2) Actional Phase

In this phase the choice motivation is replaced by executive motivation. According to this,
when an individual has committed to action now the emphasis shifts to factors concerning
the implementation of action (Drnyei and Ott, 1998). Drnyei (2001a) says that in this
phase the generated motivation needs to be actively maintained and protected while the
particular action lasts (ibid.). The executive motivation is particularly relevant to learning
in classroom settings, where students are exposed to a great number of distracting
influences, such as off-task thoughts, irrelevant distractions from others, anxiety about the
tasks, or physical conditions that make it difficult to complete the task (ibid.).
(3) Post-actional phase

Drnyei and Ott (1998) suggest that the post-actional phase begins after either the goal
has been attained or the action has been terminated. Drneyi (2001a) calls this phase
motivational retrospection- which concerns the learners retrospective evaluation of how
things went. The way students process their past experiences in this retrospective phase
will determine the kind of activities they will be motivated to pursue in the future (ibid.).
3.14 Drnyeis 1994 framework of L2 motivation

Drnyei (2001a) says that his 1994 model is a good example of the educational approach, as it
specifically focused on motivation from a classroom perspective. Chambers (2001) says that
Drnyeis framework and list of recommendations may help provide positive answers. Critics
of Gardner argue that his approach does not provide answers:
While acknowledging unanimously the fundamental importance of the Gardner socioeducational model, researchers were also calling for a more pragmatic, education-centred
67
approach to motivation research, which would be consistent with the perceptions of practising
teachers and which would also be in line with the current results of mainstream educational
psychology research (Drnyei, 1994, cited in Chambers, 2001:07).
Drnyeis 1994 framework of L2 motivation has three levels: (1) language level; learner level;
learning situation level (Drnyei, 2001b; Thornbury, 2007).
3.14.1 The Language Level

This level encompasses various components related to aspects of the L2, such as the culture
and the community, as well as the intellectual and pragmatic values and benefits associated
with it (Drnyei, 2001b). That, is, this level represents the traditionally established elements of
L2 motivation associated with integrativeness and instrumentality (Drnyei, 2001b).
Chambers (2001) interprets Drnyeis language level L2 motivation framework with factors
such as (1) sociocultural component- video; music; target language, visitors. Develop learners
cross cultural awareness systematically-focus on similarities as well as differences, (2)
promote student contact with TL speakers-exchanges; penfriends; class links. Develop
learners instrumental motivation.
3.14.2 The Learner level

This level involves individual characteristics that the learner brings to the learning process,
most notably self-confidence, which reflects the influence of Richard ClmentClments work
on the topic (Drnyei, 2001a). Chambers (2001) suggests that this level relates to the learners
self-appraisal of strengths and weaknesses and how this appraisal affects their learning; this
may include factors such as anxiety, perceived target language competence, perception of past
experience, self-esteem.
Chambers (2001) gives a detailed explanation of Drnyeis Learner level framework of L2

motivation:
68
Developing of students self-confidence role of praise; encouragement;

reinforcement; success.
Promoting students self-efficacy with regard to achieving learning goals teach them
learning and communication strategies; information processing and problem-solving
strategies; information processing and problem solving strategies; help them develop
realistic expectations
Promoting favourable self- perceptions of competence in Target Langauge- focus on

what they can do rather than on what cannot do; mistakes are not bad; they are a
necessary part of learning.
Decreasing student anxiety create a supportive, accepting, non-punitive learning

environment.
Promoting motivation-enhancing attributions- help students see the link between effort
and outcome; help them see real reasons for past failure,e.g. lack of effort, failure to
understand instructions, implementation of inappropriate strategies, rather than lack of
ability
Encouraging students to set attainable sub-goals, e.g. to learn five new words each day;
may be part of personalized learning plan.
3.14.3 The Learning Situation Level

This level is associated with situation-specific motives rooted in various aspects of L2 learning
within a classroom setting. There are three motivational aspects of this level (1) coursespecific motivational components (2) Teacher-specific motivational components and (3)
Group-specific motivational components (Drnyei, 2001a).
Course-specific motivational components

The motivational components relate to the syllabus, teaching material, teaching methods and
learning activities (Chambers, 2001).
The syllabus should be relevant.
Course content should be attractive- authentic, accessible materials, varied media
Discuss choice of teaching materials with the students- identifying their strengths and
weaknesses
Arouse and sustain curiosity introduce the unexpected ; break up routine

69
Increase students interest and involvement in the tasks- challenge, games; puzzles;
pair and group work.
Match difficulty of tasks with students abilities
Increase student expectancy of task fulfilment
Facilitate student satisfaction; presentations; celebration of success (Chambers, 2001).
As explained in Chapter 2, the English language course offered at university is taught for one
semester. It provides opportunities to students to take interest into it. The tasks in the course
encourage students to participate into it. This study further investigates whether or not English
language course at university motivates students to learn English.
The Teacher-specific motivational components

The teacher specific motivational component relates to the teacher- student relationship, the
teachers approach to behaviour management, promotion of sharing of ideas and views
between pupils as well as teacher and pupils, the provision of motivating feedback (Chambers,
2001).
Try to be empathetic, congruent and accepting
Be a facilitator
Promote learner autonomy
Model student interest in TL learning- share how TL and its learning enrich life
Introduce tasks in such a way as to stimulate intrinsic motivation and help internalize
extrinsic motivation.
Use motivating feedback.
(Chambers, 2001).
The Group-specific motivational components

The group specific motivational components relate to promotion of collaboration; shared
goals; shared norms of behaviour. Chambers (2001) suggests:
Increase the groups goal-orientation
Promote internalization of classroom norms- negotiate with students
Help maintain internalized classroom norms
Make evaluation private rather than public; seek students opinion
Enhance intermember relations

70
Use co-operative learning techniques
As explained above English language course offered to engineering university students

provides opportunities to learn English with tasks relevant to students. The current study
investigates the course specific motivational component; what tasks the students do in class
and what activities do they do in English class and whether they do it in pairs or groups? Do
they participate in activities in groups etcetera?
3.15 Redefining L2 Motivation

Campbell and Storch (2011: 167) say that the latest theory of L2 Motivation has been
proposed by Drnyei (2005, 2009, 2010) named as L2 Motivational Self System. Drnyei
(2005: 94) states I have been intrigued by Robert Gardners concept of integrativeness
thought my whole research life.....I have been trying to find a broader interpretation of the
notion than was originally offered by Gardner.. the new paradigm I propose builds on the
robust body of past research but reinterprets the concept in a way that it goes beyond the literal
meaning of the verb integrate.
Integrativeness is now being researched from a new perspective based on Drnyeis (2005)
reinterpretation of L2 motivation. Integrativeness is not being studied as desire to assimilate
with an identifiable L2 speaking community. In the case of English, it is an interest in being
part or member of a global English speaking community (Cambell and Storch, 2011; Lamb,
2007; 2009; Ryan, 2008; Yashima, 2009). Drnyei (2005: 97) is of the view that in terms of
International or World Englishes, identities concern membership in a virtual language
community and the desired integration into an imagined L2 community. In Pakistan Pathan
(2009, 2010) in his study on university students found out that students are integratively
motivated to learn English and this integration is with the indigenous Pakistani community
that speaks Pakistani English.
3.16 Summary of the conceptualization of L2 motivation

L2 motivation components based on empirical data and statistical analyses have been
summarized by Gao (2004). She explains that many efforts have been made to attempt to
extend Gardners construct. Table (3.5) gives details of L2 motivation studies, results obtained
and participants.
71
Table (3.6): List of L2 motivation research from Gao (2004)

Name of author and Year
Participants
(1) Clment, Drnyei & Noel (1994)
(1)
301 Grade 11 students in
Budapest
Results
(1) Instrumental-knowledge,
sociocultural dimension and English
media
(2) 1554 adult EFL learners, were

administered 100-item questionnaire:
50 of motivation
(2) Schmidt, Boraie & Kassabgy (1996)
(2) Determination, Anxiety,

Instrumental orientation, Sociability,
Attitudes to foreign culture, Intrinsic
motivation, Enjoyment.
(3) 336 high school students in

Morocco
(3) Kyriacou & Benmansour (1997)
(4) 77 students learning Chinese in

the US
(3)Intrinsic motivation, short-term

Instrumental motivation, Long
term-Instrumental motivation,
Integrative motivation, and
cultural Integrative motivation.
(4) Instrumentality, Intrinsic
motivation.
(4) Wen (1997)
(5) 93 Grade 11 high school
(5) Travel, Instrumental

motivation.
students learning ESL in Qubec City

(5)Belmechri & Hummel (1998)
(6) 545 students from first, second
(6) Self-Esteem, Interest in

target language community,
Interest in learning English,
liking, enjoyment, exam
grades, Parents attitude.
and third year secondary school

(6) Ozek & Williams (1999)
learning English in Turkey.
(7)180 university Lebanese students

(7) Shaaban & Ghaith (2000)
(8) Jacques (2001)
learning English as a EFL.
(8) 828 students in the University of

Hawaii
(9) Schmidt & Waanabe (2001)
(9) 2089 learners of five different

languages at the University of
Hawaii
(10) Drnyei & Csizer (2001)
(10) 4765 pupils learning English in

1993 and 1999 in Hungaarian.
(7) Integrative motivation,

Instrumental motivation,
Effort, Self-estimation of
Ability.
(8) Motivational strengths,
competitiveness, heritage
language and
cooperativeness.
(9) Motivational strengths,
competitiveness, heritage
language and
cooperativeness
(10) Integrativeness,
Instrumentality, Direct
contact with L2 speakers,
Cultural Interests, Milieu.
72
The results give details that language learning motivation is a multidimentional construct and
not singular. The literature show that Clment et als study (1994) including three hundred
secondary school students in Budapest gave three main motivational factors such as
integrative motivation (including instrumental knowledge orientation) and English classroom
related motivational components such as L2 teacher, L2 course.
This according to Clment et al. (1994) gave a further boost to L2 motivation research where
the typical dichotomy of L2 motivation Instrumental and Integrative was extended. In Turkey
Ozek and William (1999) investigated more than 500 participants and found that there are
more than twelve factors which affected language learning which can be grouped into William
and Burdens model (1997) internal and external factors. Pathan (2009, 2011) and Shahriar
(2008) did their study on Pakistani university students motivation for learning English and
found that there are various factors which affect students motivation for learning English;
among these constructs are instrumental, integrative, parents, teachers, course and peers. They
also found out that female students are more motivated to learn English than their male
counterparts.
In this case gender has also been studied in terms of differences in motivation. Literature
suggests that females are more motivated than males. Williams and Burden (2002) explored
secondary students motivation for foreign language learning. Data were collected from a
sample of more than 200 participants, both males and females, through questionnaires and
interviews. The results reported that there is a higher level of integrative motivation in females
in comparison of males. In another study, Shaaban and Ghaiths (2000), among over one
hundred participants, females were more likely to exert effort in comparison to males. Drnyei
and Clment (2001) studied motivational characteristics of learning different languages of four
thousand seven hundred students completing an attitude and motivation survey. The study
found out that females scored higher on attitudinal/ motivational measures.
There are indications in literature that motivation is influenced by the cultural and social
context where language is learned. Kyriacou nd Benmansour (1997) explored students
motivation to learn English as a foreign language was more intrinsic and it was argued that
motivation is varied in different contexts and cultures. And at this place it is argued that
Gardners model is not generalizable to other contexts and cultures.
73
Drnyeis (1990) study on Hungarian adult students reported that instrumental motivation was
more relevant to foreign language learners and the integrative motivation was relevant for
second language learners so that they could learn to live in target culture and talk comfortably
in that language. Warden and Liu (2000) investigated Taiwanese students motivation for
learning English as foreign language. 442 students reported that they have instrumental
reasons for learning English. However, Integrative motivation was an important construct in
affecting students motivation as in studies conducted by Drnyei and Clment, 2001; Drnyei
and Csizer, 2001).
In various studies parental encouragement has been an important contributor of motivation for
learning second language. Gardner (1994) did his study on 190 students to see relationship
between home background and characteristics of second language learning. The findings
suggest that parental encouraged correlated significantly with attitudes towards the learning
situation which suggest that parents influence or help develops students attitudes towards a
learning situation. Zhu (2007) in his study on over 600 participants found out that parents play
an important role in motivating students for second language learning.
There has been a link between perceptions of teachers behaviour in classrooms using AMTB.
At course level OSullivan (1991) did a study to explore course books in motivating language
learners. More than 500 students completed the questionnaire. It was found out that students
were motivated by enjoyable exercises, everyday situations and presentation of real life.
Mahboob and Talat (2008) in his study on English as Islamic language found out that English
is an Islamic language and people need English to preach Islam and it is a motivating factor
for students to learn English.
3.17 Summary of the chapter

In this chapter I have given an account of the literature review on second language motivation
research and have discussed in details the factors which influence the motivation of students to
learn English. The literature on motivation started with developmental stages of motivation
research from a purely psychological construct to mainstream ELT classroom practice. The
motivation for learning a second language was initially a psychological construct which was
74
predominantly scientific, measured through psychometric test batteries employing quantitative

methodology. The concepts of Gardner regarding distinction between integrative motivations
were discussed. The classic concept of Gardners research on integrative motivation is that
second language learning requires positive attitudes towards groups of L1 speakers. The
instrumental motivation was perceived as the main reason for getting a job or any monetary
gains. However, these concepts were fixed and unquestionable until the motivation research
was replicated in contexts other than Canada.
There was a gradual shift in motivation research and the motivation model become more
dynamic and studies were conducted outside Canada. The constructs which were discussed
were based on specific situations related to the learning environment such as L2 course,
teachers and peers. The major contribution was from Drnyei who included many
motivational constructs for learning a second language which were related to learning
environment. Drnyei (1994) was of the view that motivation is something that can be
investigated at three different levels such as (1) language level (2) learner level and (3)
learning situation level. This comprehensive model covered all contextual factors including
English course, English teacher and English class. In this connection a process model of
motivation was designed which helped to investigate change in motivation. There was yet
another important development from Ushioda who helped to shift the research paradigm of
motivation from quantitative to qualitative research. It was also articulated by Drnyei that
quantitative studies do not give overall qualitative picture of the dynamic nature of motivation.
Motivation is a changing phenomenon and it can be studied for longer period of time.
The classical concept of integrative motivation is now being re-interpreted with the global
spread of English as an International language. integrative motivation is not about having
favourable attitudes towards L1 community as suggested by Gardner, rather as the case with
English; it is becoming member of a global English speaking community. The Motivational
L2 Self System of Drnyei suggested that L2 self contains the attributes one desires to
possess. For example if the person one would like to become speaks an L2, this is positive
motivator to learn the L2.
The next chapter discusses the research methodology employed for the current study.
75
Chapter 4
Methodology
4.1 Introduction to the chapter
This chapter presents the description of the research design and methodology employed in the
present study which aimed to investigate Pakistani university students motivation to learn
English and whether the motivation changes over the period of English language course at
University. This study is mixed method and longitudinal in which research questionnaire and
interview tools were the sources of data collection. The questionnaire instrument is the main
research instrument in L2 Motivation and therefore this study uses a questionnaire instrument.
Good care has also been taken to give due share to the qualitative approach through in depth
interviews to conform to the contemporary research trends in the field of second language
motivation This chapter starts with the research aims and research questions followed by
detailed comments on research methodology such as mixed method, longitudinal and
qualitative , description of research design (instrumentation), participants and sampling,
procedures, analysis techniques and reliability and ethical considerations.
4.2 Aims of the study

(1) To identify the factors of L2 motivation in students at pre and post English language
course
(2) To identify factors that affect this motivation,
(3) To investigate whether or not motivation changes over the period of English language
course
(4) To see the difference between students motivation based on their background
4.3 Research Questions
RQ1:
What factors motivate Pakistani University students to learn English at the start of
their university study?

RQ2:
Is there any motivational change in students after they complete their English course
at university?
RQ3:
Which are students perceptions about this motivational change?

76
RQ4: Is there is any difference in students motivation for learning English based on their
varied background?
4.4 Research Methodology

4.4.1 Quantitative and Qualitative
This study has elements both from quantitative and qualitative approaches which according to
Drnyei (2007: 24; Drnyei, 2001b: 192) is a well known distinction in research methodology.
It is not mainly exploitation of figures versus non-quantitative data rather; this division
declares two different philosophical approaches to the exploration of the world and
construction of meaning (ibid, 1989: 380; Dorneyi, 2001b: 192). The study I undertook has
elements from perspectives of positivist and interpretive fashion. Weber (2004) explains this
paradigm of research in the following fashion:
Ontology: positivists supposedly believe that reality is separate from the individual who
observes it. Epistemology: positivists supposedly try to build knowledge of a reality that
exists beyond the human mind, hence objective and independent reality gives foundation to
human knowledge, Research object: positivists believe that the object they research has
qualities that exist independent of researcher, Research method: positivists tend to use
laboratory experiments, field experiments, and surveys as their preferred research method,
Truth: positivists believe that a statement made bya researcher is true when it has a one-to-one
mapping to the reality that exists beyond the human mind. Validity: positivists try to collect
data that are a true measure of reality, which has types like; construct validity, internal
validity, external validity and statistical conclusion validity. Reliability: positivists believe that
results can be replicated by the researcher. Lack of reliability usually is attributed to factors
such as researcher biases, inconsistencies in research processes used, differences in the
contexts in which research was conducted, and measurement errors (Weber: 2004).
The terms qualitative and quantitative explain the manner of theory construction, the method
of data collection and analysis, and general ideological orientation present in the study
(Dornyei, 2001: 192). According to Kuhn the theory or paradigm choice depends on
normative consensus and commitment within scientific communities, means that the natural
and social sciences are perhaps not that different. Since any process of research has an
77
interpretive dimension, the natural sciences are just as subjective in this sense as the social
sciences.
Both quantitative and qualitative data were collected in this study so that an in depth
investigation of students motivation for learning English could be carried out.
4.4.2 Quantitative
Quantitative research involves data collection procedures that result from primarily numerical
data which is then analysed primarily by statistical methods. Typical example: survey research
using a questionnaire, analysed by statistical software such as SPSS (Drnyei, 2007: 24).
Quantitative research was basically initiated in response to the progress of the natural sciences
in their scientific investigations in the 19th Century (Drnyei, 2007: 30). The developments in
the scientific methods and statistics in the 19th century encouraged use of quantitative
methodology in the wide area of social discipline (ibid, 2007). At this time the social sciences
attained maturity and was able to research human beings scientifically at both individual
and social level (ibid, 2007: 31). Through the use of psychometric measurement in the shape
of survey studies, questionnaire theory dominated the quantitative methodology in the social
sciences (ibid, 2007). The quantitative research employs categories, viewpoints, and models
as precisely defined by researchers in advance as possible, as numerical or directly
quantifiable data are collected to determine the relationship the categories (Drnyei, 2001b:
192).
In 1970-1985, the use of quantitative methods in the field of applied linguistics was significant
(Drnyei, 2007). Lazaranton (2005) did a survey on 524 studies and found out that eighty six
percent of the research papers were quantitative, thirteen percent were qualitative and one
percent mixed method. This shows the dominance of quantitative research over others in the
field of applied linguistics. In the second language motivation research, Drnyei (2003a: 215)
describes four areas which according to him are major L2 research traditions (1) survey
studies (2) factor analytical studies (3) correlation studies and (4) studies using structural
equation modelling. Major L2 motivational data have been collected through questionnaires
using quantifiable scale and close ended. The responses have been analysed using statistics
(Drnyei, 2001b: 192). This positivist approach has advantages such as (a) It is precise (b) it
78
produces reliable and replicable data; (c) statistically significant results are generalizable
(Drnyei, 2001b: 193)
4.4.3 Qualitative
Qualitative research involves data collection procedures that result primarily in open-ended
non numerical data which is then analysed primarily by non-statistical methods. Typical
example: interview research, with the transcribed recordings analysed by qualitative content
analysis (Drnyei, 2007: 24).
Qualitative research has been part of social sciences (Drnyei, 2007: 35). Unlike quantitative
research, qualitative is difficult to define because researchers are of the opinion that
qualitative research is many things to many people and it is non-systematic and non-rigorous
(Ibid, 2007: 36). It is based on the participants rather than the researchers explanations or
choices, without a pre-conceived hypothesis (Drnyei, 2001b: 193). However, the recent years
have witnessed interest in the qualitative research in all disciplines of social sciences (ibid.).
The field of applied linguistics accepted the importance of the qualitative research in the mid
1990s (Drnyei, 2007: 36). The researchers recognized that the major aspects of language
acquisition and use are influenced by social, cultural and situational factors and qualitative
research is something which can elaborate such influences (ibid, 2007: 36). Although, the
frequency of the published qualitative research studies is comparatively low. The qualitative
research in L2 is based on (1) observations (2) interviews and (3) authentic documents of
communication behaviour (ibid, 2007: 193).
4.4.4 Mixed Method

Mixed method research involves different combinations of qualitative and quantitative
research either at the data collection or at the analysis level. Typical example: consecutive and
interrelated questionnaire and interview studies (Drnyei, 2007: 24).
Reams and Twale (2008:133) suggest that mixed method design is necessary to uncover
information and perspective, increase corroboration of the data and render less biased and
more accurate conclusions.
79
The rationale behind using mixed methods was that during my Masters study (predominantly
based on questionnaire) at the same research site I felt that the questionnaire instrument did
not provide in depth understanding of motivational construct in the Pakistani context.
Moreover, the questionnaire was tightly focused and did not allow participants to give their
views with freedom. Based on this I decided to add an interview tool for the PhD project so
that rich data could be collected and motivational constructs could be better understood.
(Morse and Linda, 2009:122). As stated by Creswell and Clark (2007:09) in multilingual and
multicultural settings replying on quantitative data is probably quite weak in terms of results.
This is because not all questionnaire or research tools are translated in the mother tongue of
the participants.
The data analysis in mixed methods gives confident understanding of the
phenomenon because the questionnaire data gives account of the overall views of the
participants and interview data helps to give in depth understanding (Tashakkori and Teddlie,
1998, cited in Ivankovat at al, 2006:03; Creswell and Clark, 2007:13).
The L2 motivation research in past has been conducted through quantitative questionnaires.
But relying heavily on questionnaires misses the in-depth understanding of the students
perception of their motivation for learning English. This is why this study collected data
through more than one research instrument, which are questionnaire and interviews. There are
a variety of names for combining quantitative and qualitative methods such as multitraitmultimethod research, interrelating qualitative and quantitative data, methodological
triangulation, multimethodological research, mixed model studies and mixed method research
(Creswell and Clark, 2007:6-11). Using mixed methods is practically advantageous due to the
reason that it helps to understand construct meaning (McCraken, 1998; Bell, 1999; Lau,
2009: 110). Lamb (2007: 88) and Drnyei (2001b: 242; Drnyei, 2007: 43) are of the opinion
that there is a need to undertake a mixed methods approach and it has been recognized in
conferences and professional meetings. In applied linguistics, Magnan (2006, in Drnyei,
2007: 44) found that during the period 1995-2005, six percent of the research appearing in the
Modern Language Journal, had mixed methods, which according to him is considerable in
comparison to the complete number of qualitative studies which is nineteen percent. In
addition mixed methods allow the data to be compared, which could give interesting results.
80
4.4.5 Longitudinal research

Longitudinal studies observe the participants for an extended period in order to detect
changes and patters of development over time (Drnyei, 2001b: 194).
This study employs a longitudinal approach to see whether students motivation for learning
English changes over the period of English language course at university. The decision of
using longitudinal study is based on suggestions from my Masters dissertation which
suggested that there is a need to understand the students perception of their motivation for
learning English at more than two occasions so that their responses could be compared. The
longitudinal investigation is a research in which (1) data are collected for two or more distinct
time periods; (2) the subjects/informants/participants are the same or comparable (drawn from
the same population) from one period to the next and (3) analysis involves some comparisons
of data between the periods (Drnyei, 2007: 80; Drnyei, 2001b: 195). Most researchers agree
that longitudinal studies offer comparatively more useful depths into motivational factors than
cross-section, specifically in terms of change (ibid, 2007: 195). Menard (1995: 68) says that it
should be assumed that longitudinal data are necessary to estimate the parameters, efficiently
and without bias, of any dynamic process in the social sciences. Following this, the data were
collected at two different times, first at the beginning of the English language course at the
university and second at the end of the English language course at the university.
4.5 Research Design
Research design is a detailed plan that includes guidelines for all the research-related activities
of the researcher. It specifies what needs to be done, with whom, when and where and of
course why. Because primary research is all about data, a central aspect of any research design
is to provide the specification of the data to be gathered and to describe how the data will be
processed and analysed (Drnyei, 2001a).
81
4.5.1 Instrumentation
4.5.2 L2 motivation Questionnaire
Questionnaires are any written instruments that present respondents with a series of questions
or statements to which they are to react either by writing out their answers or selecting from
among existing answers. (Brown, 2007).
I used a self-administered questionnaire for the current study because it is the most common
method of data collection in second language (L2 motivation). The popularity of
questionnaires is due to the fact that they are versatile, and uniquely capable of gathering a
large amount of information quickly in a form that is readily processable (Drnyei, 2010;
Drnyei, 2003a; Rasinger, 2008). To record the responses of the participants, questionnaire is
more focused, less time consuming and structured source (Drnyei, 2003a).
Questionnaire may give three types of data about respondents (1) Factual (2) Behavioral and
(3) attitudinal (Drnyei, 2010: 5; Drnyei, 2003a: 8).
(1)Factual questions: this is used to find out about who the respondents are. It typically covers
demographic characteristics (age, gender and race), residential location, marital and
socioeconomic status, level of education, religion, occupation as well as any relevant
information useful to interpreting the findings of the survey (Drnyei, 2003a: 8).
(2)Behavioral question: these are used to find out what the respondents are doing or have done
in the past. They ask about peoples actions, life styles, habits and personal history (ibid, 2003:
8).
(3) Attitudinal questions: these are used to find out what people think. This is a broad category
that concerns attitude, opinions, beliefs, interest and values (Drnyei, 2003a: 8).
The type of questionnaire I used has elements from all three categories mentioned above. As
it asks the participants what they thought and what were their attitudes, motivations and they
were also asked about their background information as well as what they had done in the past.
The questionnaires asked 47 closed questions from the participants. In the end of the
82
questionnaires the students were required to provide factual information as well as their past
experience of learning English language.
The questionnaires constructed and used in this research are in line with Gardners (1985)
AMTB and with different studies undertaken following the socio-educational model, process
model and three stage models by Drnyei and Clment (2000) Drnyei (1998) Gao (2004)
Lamb (2007), Schmidt et al, (1996), Clment et al (1994), Lau (2009), Pathan (2009), Yuet
(2008) and Zhu (2007). The current study investigates students motivation for learning
English and also looks at change in motivation over the period of the English course. The
study takes elements from all three major developments of L2 motivation research (as in
chapter 3). First in socio-psychological period, it investigates the classical distinction of
Gardner between instrumental and integrative motivation with the help of AMTB. As the
AMTB does not cover in detail the English course and teacher related motivational
components, this study takes elements from the cognitive situated period. This study takes
elements from the Cognitive Situated Period where Drnyeis three stage model is a notable
development. This study takes items from course specific motivational component and teacher
specific motivational component, in addition to AMTB. Finally, from Gardners AMTB
parental encouragement and anxiety elements were also focused, seeing the local context of
Pakistan where parents have influence on students education and life (as in chapter 2). The
study also focuses motivational change in learning English which was from a temporal
dimension of learning English.
However, the new components such as religion and
grandparental attitudes and identity have been added into the pool of motivational items
because in the Pakistani context students have influence from grandparents, national identity
of being Pakistani and religious identity of being Muslim. All the questionnaires items were
constructed keeping in view the local context of the study such as (a) Islam (b) Pakistan (c)
Engineer (d) British or American Pakistanis (e) Pakistani engineering community (f)
multinational restaurants in Pakistan and (g) Pre- 1947 values. This was done because the
study was based in an engineering university where the majority of students are Muslim
Pakistanis and they interact with dual nationals like British and American Pakistanis and
members of international engineering community.
83
Guided by Gao (2004: 109-110), as Gaos study was conducted in Asian context where
English is not spoken as first language but as second and foreign language as in Pakistan I
collected following eighteen motivational scales initially:
(1) Instrumentality: (life, career)
(2) Instrumentality (Education)
(3) Integrativesness (General positive outlook on English and culture
(4) Integrativeness (Attitudes towards the American/British People)
(5) Cultural interest
(6) Direct contact with English speakers
(7) Milieu: Parents support
(8) Milieu: Friends attitudes towards learning English
(9) Self-confidence in L2 learning and use
(10)English use anxiety
(11)English class anxiety
(12)Travel
(13)Attitudes towards English course
(14)Attitudes towards English teacher
(15)Intended effort
(16)Appraisal of Group
(17)Fear of Assimilation
(Gao, 2004: 110)
The choice of Gaos (2004) motivational scales were based on the fact that this study was
undertaken in an Asian context. The earlier studies on motivation were undertaken in western
contexts such as Canada and USA. Based on the above scales, the initial questionnaires had
85 items. Of course, accommodating all sub-scales in one study on doctoral level was rather
impractical. After careful consideration, discussions with my supervisors in light of the
research questions and with the help of previous research studies and several revisions, the
following factors were accommodated in the questionnaires. The choice of the following items
were based on the consideration that in Pakistani society parents, teachers, religion and
national identity play a vital role in addition to students integrative and instrumental
84
motivation for learning English. This made 7 motivational factors comprising 47 closed-ended
multiple items in both questionnaire-1 and 2 (Appendix 1-2).
(1) Integrativeness
(2) Instrumentality
(3) Parental Encouragement
(4) Attitudes towards English Teacher
(5) Attitudes towards English Course
(6) Identity and English learning
(7) Anxiety: English use and class
In questionnaire-1, items from 48 to 61 and in the questionnaire-2, items from 48 to 56 were

factual and behavioural questions. The background items of the questionnaire were based on
gender, previous schooling, place of living. The total number of questions in Questionnaire-1
and 2 was 61 and 56, respectively. The time allocated for completion of the questionnaire was
45 minutes. This time allocation for completion of questionnaire was decided after the pilot
study.
I preferred closed-ended questionnaire items because these are normally used types in
quantitative studies (Drnyei, 2010; Drnyei, 2003a). I provided respondents with ready-made
response options to choose from and give an appropriate grade from 1 to 5. The major
advantage of closed questions is that their coding and tabulation is straightforward (ibid,
2003).
4.5.3 Rating Scale

Rating scales are undoubtedly the most popular items in research questionnaire. They require
the respondents to make an evaluative judgment of the target by marking one of a series of
categories organized into scale. From categories of Likert, semantic differential and numeric
rating scale, I preferred the Likert scale (Drnyei, 2003a; Drnyei, 2010).
85
4.5.4 Likert Scale

Likert scales consist of a series of statements all of which are related to a particular target
(individual person, group of people, an institution or concept), respondents are asked to
indicate the extent to which they agree or disagree with these items by marking one of the
responses ranging from strongly agree to strongly disagree (Drnyei, 2003a). After the scale
has been administered, each response option is assigned a number for scoring purpose
(Drnyei, 2003a). Few researchers prefer using an even number of response options because
of the concern that certain respondents might use the middle category (neither agree nor
disagree not sure or neutral) to avoid making a real choice (ibid, 2003a).
Following Drnyei (2010; 2003a), I used a Likert scale and used number as (e.g., strongly
agree=5 and strongly disagree=1; agree=4; neither agree nor disagree=3; Disagree=2).
This is self-report research which uses both questionnaire and interview tools to collect data.
This needs gathering of standardized and quantifiable information from all members of the
population or sample. The survey of students perceptions of their motivation for learning
English was conducted at the beginning of the English course followed by the interview. The
second questionnaire was also administered at the end of the English course to see any
changes in students responses with regard to their motivation for learning English.
4.5.5 Interviews
In order to follow up and triangulate the questionnaires information qualitative interviews
were conducted to gain in-depth information in connection with the questionnaires. Interview
is in a sense an oral questionnaire. Instead of writing the response, the interviewee gives the
needed information orally and face-to-face or one to one (Drnyei, 2007: 134). With a skillful
interviewer, the interview is often superior to other data gathering devices (Best, 1986). One
reason is that people are more willing to talk than to write. The interviewer gains rapport or
establishes friendly and secure relationship with the interviewee, a certain type of confidential
information (Smith, et al. 1991: 218). In other data collection/gathering instruments it is hard
to explicitly explain the purpose but in interviewing the interviewer can explain the purpose
(before the formal proceedings) and can answer the interviewees queries (Best, 1986).
86
Interviews are of different types such as structured, unstructured and semi-structured. In this
study I used semi-structured interview instrument because of following reasons.
4.5.6 Semi-structured Interviews

In applied linguistics research, most interviews recorded have been semi-structured which is a
compromise between two extremes structured and unstructured (Drnyei, 2007: 136).
Thereare of course prepared guiding questions and prompts, but the format is open-ended and
the informant is asked to elaborate. The interviewer provides the guidance and direction (ibid,
2007). Newby (2010:340) argues that semi-structured interviews could be fit between the
questionnaire and the evolving interview which has known goals without any expected end
points. The semi-structured interview is good in conditions when the researcher has good
understanding of the phenomenon or domain in question and is able to develop wide questions
about the topic prior to conduct of the interview (Drnyei, 2007). The areas which were
covered in these interviews were (1) why do students learn English language? In other words
as in chapter three what are students Instrumental, Integrative, Parental encouragement,
Teacher and Course Specific motivations for learning English. (2) how do they feel about their
learning experience in classroom and outside and (3) how was their English learning
experience different from the past (English learning in school and college)?
4.6 Participants and Sampling

4.6.1 Study site
The study was conducted in the Engineering University based in province Sindh of Pakistan
(See Chapter 2). This Engineering University is a public sector professional university in the
province Sindh of Pakistan. There are four major faculties in the University namely (1)
Faculty of Science Technology and Humanities (2) Faculty of Engineering (3) Faculty of
Electrical, Electronic and Computer system engineering and (4) Faculty of Architecture,
planning and Arts and design. There are 17 teaching departments in this University. All of
these departments offer English as compulsory course named as functional English in the first
year. The university has introduced two more courses in third year and final year named
technical report writing and presentation skills.
Part-1 (first semester) is the first year of the undergraduate study in the engineering discipline.
Among other engineering subjects, students are offered English as compulsory subject. The
87
students have different motivations to attend this course. The students during the English
language course attend 55 to 60 classroom contact hours, take three class tests and mid and
final examinations of 100 marks. Although in large classes it is difficult to give time to each
individual student for individual meetings the students are offered individual tutorials by the
teaching faculty in the English Language Development Centre (See Chapter 2).
4.6.2 Participants
Cohen, et al (2000) says that the quality of piece of research not only stands or falls by the
appropriateness of methodology and instrumentation but also by suitability of sampling
strategy. It is defining the population on which the research will focus. My sample was the
whole cohort of the first engineering students of Pakistan who were enrolled to take English
language course at the University. Cohen et al (2011) gives a thumb rule for sample that the
larger the size of the sample, the more structured, closed and numerical questionnaire may
have to be. Highly structured closed questions are useful in that they can generate frequencies
of response amenable to statistical treatment and analysis (ibid, 2011).
The whole cohort of students enrolled (N=541) to take the English language course at the
engineering university in province Sindh of Pakistan and completed the questionnaires at two
points (1) at the start of the English language course (First week of the course) and (2) at the
end of the English language course. I could not collect data at the mid-point of the course
because of practical reasons such as the university had a tight schedule for students to take
classroom tests, presentations.
Participants of this study (N=541).

Table 4.1: Participants of the Study
S. no
Department
Total Number of students
Participants
Chemical Engineering (CH)
89
80
Environmental Engineering (EE)
37
37
Petroleum Gas Engineering PG
95
70
Mechanical Engineering (ME)
123
95
Mining Engineering (MN)
57
47
Textile Engineering (TE)
63
48
Industrial Engineering (IN)
75
54
88
Architecture (AR)
60
53
Metallurgy Engineering (MT)
48
38
10
City and Regional Planning (CRP)
25
19
Totals
672
541
As many as 672 (which is 100%) students from ten engineering departments took the English
language course. Initially, all the first year engineering students were invited to take part in the
study, however, N=541 students participated in the study. Out of 541, N=530 valid/completed
questionnaires were received. The turnout was very encouraging.
(N=15) students were also interviewed twice at the beginning of the English language course
(First week of August 2010) and at the end of the English language course (Last week of
December 2010). Two students from each of the above departments (list) were invited, based
on (a) gender (b) department and (c) public/private education and (d) urban/rural background.
4.7 Procedure
I applied for the ethical approval with the Faculty of Education University of Glasgow, asking
them to accord permission for data collection for the pilot study and main study separately.
The ethics committee scrutinized my application and issued notification in my favour. I also
received a letter from the Director Planning and Development of the Engineering University
upon instructions of the worthy Vice Chancellor who assured that researcher would be assisted
in process of data collection. The period of data collection was (1) Pilot study: 2nd April 2010
to May 2010 and (2) Main study: 19th July 2010 to 27th December 2010.
4.7.1 Piloting the Questionnaire

Rasinger (2008) says that nothing is worse than handing out questionnaires to respondents,
only to realize afterwards that it is flawed. Piloting the questionnaire is running a test with
only a few participants in order to detect flaws (ibid, 2008). I piloted the research instrument,
details are asbelow:
Study site:
Department of Petroleum and Natural Gas Engineering
89
Table (4.2) Pilot Study

Number of participants
N=3o
Year of study
First year
Month and Year
April/May 2010
The pilot study was carried out in the department of petroleum and natural gas engineering at
the Engineering University based in province Sindh of Pakistan. The study was conducted
after the ethics committee of the University of Glasgow scrutinized (1) EAP (2) plain language
statement (3) consent form and (4) research instruments and (5) permission letter from study
site.
In April 2010 I emailed the research questionnaires to one of my associates Mr Khalil Memon,
who is research active and is well versed with research ethics and familiar with the research
site. I briefed him about my research topic with help of the Plain Language Statement (PLS)
and telephonic conversation. I also spoke to the competent authorities of the Engineering
University who arranged a classroom where the informants were invited to participate in the
pilot study.
The process of sampling was based on convenience and ballot draws were opened to invite the
students. As per plan 30 participants (based on ballot draws) were given a PLS and consent
form. They were apprised of their right to confidentially and anonymity. After the participants
read the PLS and signed the consent form, research questionnaires were administered to them.
In addition, the participants were requested to extend their cooperation to reflect verbally on
the clarity, understandibility and any other problems which might hinder them from answering
these questions.
Guided by Oppenheim, 1992; Morrison, 1993, cited in Cohen, et al,
2011:402), the following questions were asked:
What will you say about time allocated for completion of questionnaire?
Do you think that all instructions are clear?
Are these questions clear to you? Do you feel difficulty to understand the language or content?
90
Do you think you have any reservations with answering any items?
What do you think about the number of pages/layout of the questionnaire and time?
Is there anything else you would like to say about this?
My colleague sent me completed questionnaires through Pakistan postal services from

Hyderabad, Sindh office to my residential address in Glasgow.
Based on the feedback, the following changes were made:
(1) Background Questions

On top of page number 2 and 3 of the questionnaires the rating scale was added (Strongly
agree to Strongly disagree (appendix 1-2).
(2) In question number 50 the following options were given:

Sindhi (2) Urdu (3) Seraiki (4) Balochi (5) Punjabi (6) Pashto
(3) In question number 52 the following options were added:

Landlord (2) Civil officer (3) Engineer (4) Businessman (5) Government officer
(4) Questions number 53 (questionnaire 1) and 49 (questionnaire 2) were deleted because my

study focused only one university for the main study.
(5) In question 55 the following options were added:

English medium (2) local language medium (3) Madrassah
(6) In question 49 a new department named Environmental Engineering (EE) was added.
Since my sample was the whole cohort of Engineering University students who took English
language course leaving out this department would have been a compromised decision.
4.7.2 Main Study of the Questionnaire

I left for Pakistan on a field trip in the second week of July 2010 one week before the start of
English language course at the Engineering University. Before I formally went for the data
collection I visited the study site and met with my colleagues, the worthy Vice Chancellor and
91
the chairmen/directors of the each department. I thanked them for giving permission to collect
the data for my PhD study. I also briefed them about the nature of my study and assured them
that the findings of the study would be shared with them in due course. The Vice Chancellor
shared with me his vision regarding English language teaching at the university and informed
that a new building for the language centre is under construction. In addition, he told me that
the language centre will have state of the art facilities so that the students can learn English
effectively by using technology. I made appointments with ten directors/chairmen of the
respective departments for the logistic arrangements such as (a) classroom for completion of
questionnaires (b) quiet office space for the interview recordings and (c) provision of the lists
of the students taking English course. The English language course was scheduled to start
from 19th of July 2010 and I had to collect data in the first week of the start of the English
language course. The questionnaire data were collected in the first week of the course. Soon
after questionnaire data collection, I completed the interviews in the first week of August
2010.
The plain language statement, the consent form and the questionnaires were distributed to the
first year engineering students who were taking English language course at the Engineering
University. The venue of the data collection was the classroom in their respective departments.
At the time of data collection two teachers were present; a senior teacher of the department
from engineering and other was the English language teacher. The senior teacher from the
engineering department accompanied me because the chairman told me in advance that the
students might not recognize me and the political comrades (local leaders of nationalist
parties) might intervene in the data collection process. The questionnaires were distributed by
the senior teacher and the instructions for the questionnaire were read out by me and the
English teacher.
The participants told me that they have taken part in such kind of research in the past.
However, they were apprised with their right to confidentiality and privacy. They were told
that they can leave or keep the questionnaire blank if they wished so. A total number of N=541
students took part into the questionnaires research in July 2010 and November 2010. N=530
completed questionnaires were used for the data analysis. After I collected the completed
questionnaires and the consent forms, I thanked the participants once again and told them
about the next phases of data collection such as interview-1 and 2 and completion of
92
questionnaire-2 at the end of the English language course. In addition, I answered their
questions regarding differences in theeducation system in Pakistan and the United Kingdom.
4.7.3 Main Study of the Interviews

Inviting participants for the interview was a challenging task because the Engineering
University records students attendance on a computerized database and missing any class
meant to lose semester marks. Students could not spare time after their classes because they
had to catch their buses arranged by the University for pickup and drop off. In addition, it was
a time ofa super flood in Pakistan and parents did not allow students to stay on campus after
their classes. However, the English language teachers encouraged the students to take part in
the interview during their classes as they appreciated that the study will not only benefit them
but it will likely help the future students to learn English in better conditions. I got an
appointment from the students for interviews which were completed by the first week of
August 2010 (second week of the course).
The interviews were conducted in an office space at the Engineering University which was a
quiet area and good for interview recordings. I kept mineral water bottles for the interviewees
so that they could feel relaxed after coming all the way from their departments in scorching
summer and in 50 degree temperature. The best thing of this office space was air-conditioning.
Thus, the weather factors which might have fatigued the participants were well tackled. To
create a friendly environment with the participant I sat at a 90 degree angle with the
participant so to give him impression that the interview is cooperative rather than
confrontational which might have been felt in case of sitting face to face (Denscombe, 2001
cited in Drnyei, 2007).
I began the interview with greetings in Sindhi and Urdu languages Bhali Kara aya and
Khush amadeed that means welcome. I also said Asalam Alekum which is the Islamic
way of greeting Muslims when they meet. This is very common practice in Pakistan.
Afterwards, I told the participants about the purpose of the study and informed them about
their rights to privacy and confidentiality. I informed students that the interview is being
recorded. If they wanted, the transcriptions would be provided to them for confirmation.
93
During an interview I gave back channelling signals to the participants( such as nods, uh-huh
noise yeah) to appear sympathetic listener. I also gave gestures like attentive lean, eyebrow flash and sympathetic smile as suggested by Miller and Crabtree (1999, in Drnyei,
2007: 142). Further, I provided the interviewees reinforcement feedback showing and
confirming that the interviewees answers are worth recording. However, there were times
when I had to give a polite negative reinforcement to the interviewees as suggested by
Robinson (2002: 274, in Drnyei, 2007: 142) let me stop you here for a moment and go back
to what you said earlier to make sure that I understood you well. I also encouraged
elaborations by giving silent probes by remaining quiet and gave echo prompts by
repeating the last word spoken by the interviewee (ibid, 2007). As I asked interviewees about
various reasons of learning English during English course at the University and their views
about religion, identity, I used attention focusing devices before starting new conversation
such as Can I ask you now about an issue that is very important but not easy to talk about
(ibid, 2007: 143).
Editing the interview (debriefing) technique was also used at the end of the interview. I gave
pre-closing moves so that the interviewee has a chance to say any additional points or correct
anything he might have said earlier. I used Is there anything else you want to say about
learning English language in Pakistan?. The interview ended with thanks with a smile. The
interviewees were escorted to the exit door to show courtesy.
4.8 Analysis Techniques

4.8.1 Processing Questionnaire Data
I entered the questionnaire 1 and 2 data into the 18th version of SPSS which is a statistical
package for social sciences. The results are typically processed by means of descriptive
statistical analysis to provide frequencies, means, percentages and ranges (Drnyei, 2003a).
Questionnaire data is most usable if it is stored in a computer file for coding for analysis.
Cohen et al (2011) say that prior to coding or data reduction, it is important to check the
questionnaire to identify and eliminate errors made by respondents. Drnyei (2003a) says that
the initial data file will always contain mistakes so it is important to perform data cleaning: (1)
correct impossible data (2) correct incorrectly entered values (3) correct contradicting data and
(4) examine implausible data. The data got cleaned up when I calculated frequencies, mean
94
and standard deviation. The graphs showed numerical errors in a few columns. I checked the
SPSS files again and cleaned the data and again calculated the frequencies which gave correct
figures. The missing data were also handled by using SPSS option analyse then handling
missing data. The SPSS gives average mean score to the missing data which helps to conduct
further analyses.
As I had two questionnaires which were completed by the same population, I created only one
file but differentiated them with names Pre (for questionnaire-1) and post (for questionnaire2). This way the SPSS performs analysis on the basis of pre and post.
The data were coded in the SPSS. For the first part of the questionnaire-1 and 2, the same
codes from 1 to 5 were given (1=strongly disagree and 5= strongly agree). For the background
questions the following codes were given:
Gender: Male= 1 and Female=2
L1: Sindhi=1, Urdu=2, Seraiki=3, Balochi=4, Pujabi=5 and Pushto=6
Place of living: Sindh(urban)=1 and Sindh (rural=2)
Profession of parents: Landord=1, civil officer=2, Engineer=3, Businessman=4 and G.
officer=5
Schooling: English medium=1, Local medium= 2 and Madrassah=3
Schooling: Public sector=1 and Private=2
Yes=1 and No=2
Teaching Department: AR=1, CRP=2, ME=3, CH=4, IN=5, MN=6, MT=7, TE=8, PG=9 and
EE=10
Scale: Not at all=1, not really=2, so so=3, quite a lot=4 and very much=5
The main type of questionnaire data was ordinal and some of the background questions were
nominal. Each response was already assigned a grade or numbered from 1 to 5. The students
simply had to give a grade which was a number. As regards dependent variables, these were
reduced and coded accordingly. The following statistical tests were performed to answer the
research questions of the study.
95
Table (4.3) Inferential Statistics

Test
Research Question
Descriptive Statistics
(RQ1)
Paired Sample T-test
(RQ2)
Independent Sample T-test
(RQ-4)
The correlation was also performed to see the correlation between questionnaire 1 and 2. For
my own understanding I wanted to see whether the items in questionnaire 1 mostly agreed or
disagreed were also mostly agreed or disagreed in questionnaire 2.
A paired sample t test was performed to see the differences in the students responses in
questionnaire-1 and questionnaire-2 and an independent sample t test was performed to see the
differences in students responses based on their gender, public private schooling and place of
living (urban and rural).
4.8.2 Reliability of the Questionnaires

Questionnaires are measuring tools and they must have substantial reliability (Drnyei, 2003a:
110). Even in cases where there are no resources and opportunities for major validations, it
should be taken into consideration that at least well-documented reliability in aspect should be
checked which is internal consistency (ibid, 2003). Internal consistency refers to homogeneity
of the item making up the scales within the questionnaires. If the instrument has it, one should
feel safe (ibid, 2003: 110).
The questionnaires used for this study satisfied the reliability requirements, for example (a) it
used multi-item scales rather than single items; (b) items worked together in homogenous
manner to measure the same target area which is motivation and its factors.
Internal consistency is measured by Cronbach Alpha. The Alpha value is between 0 and 1.
The Apha value should be at least 0.70 even with short-scales of 3 to 4 items, if the value is
0.60 or less that means that the questionnaire has low reliability (ibid, 2003: 112).
96
4.5: Cronbach Alpha value of Questionnaire-1
Cronbach's Alpha
Cronbach's Alpha
N of Items
Based on
Standardized Items
.830
Cronbach's Alpha
.833
Cronbach's Alpha
47
N of Items
Based on
Standardized Items
.830
.833
47
Followed by analysis of the questionnaire data, interview tape recordings were fully
transcribed by the researcher. First of all separate MS Word files for each student were created
and to observe ethical conventions, students were assigned with a code such as (S1 to S 15).
There were instances where the students used sentences in their mother tongue such as Sindhi
or Urdu. Since I know English, Sindhi and Urdu, I translated the sentence into English. In
order to cross check the translation, I talked to my aunt in Pakistan who is a Professor of local
languages. She gave positive feedback with regard to the translations I had made from
Urdu/Sindhi to English.
97
I fully transcribed the interview data after reading and listening to the transcriptions and
recording several times. Krippendrop (2004:18) defines content analysis as a research
technique for making replicable and valid inferences from text (or other meaningful matter) to
the contexts of their use (cited in Cohen et al, 2011:563). The intention behind using content
analysis technique was that it could enable the researcher to achieve a process by which, data
gathered from semi-structured interviews, could be classified from many words and sentences
into much fewer categories or codes (Weber, 1990:15).
I then made categories on separate
word files such as students comments on their past experiences of learning English, their
views about learning English after learning English language at university and major
categories of this research study such as instrumental or integrative reasons for learning
English. After this, the data could be put into the categories and themes which could help to
answer the research question. I also took note of any new dimensions coming from the data
that could possibly provide new directions to understanding the themes under study.
4.9 Potential Issues of Access, Confidentiality and Ethics

It is very important for the researcher to be careful and mindful of the ethical issues arising,
(1) before the research process begins, (2) during proceedings, and (3) after completion.
Before the research process, I paid attention to the legal context. In many countries, observing
ethical principles is enforced by legal and institutional requirements. In the UK, as Wiles, et
al. (cited in Drnyei, 2007) summarize, the British Data Protection Act regulates the need to
ensure consent for collecting data. In addition, social research is increasingly being subjected
to ethical review from the institutional ethics committees to ensure the ethical scrutiny of
research involving human subjects (ibid.). As the current study was supervised by the School
of Education, University of Glasgow, the authorities concerned (ethics committee) accorded
permission in response to an application routed through the proper channel. The application
was supported with a detailed statement explaining the purpose of the study. I received a
letter from the Director Planning and Development of the Engineering University confirming
that the competent authority accords permission to access research site and collect data from
the participants.
98
I followed the principle of informed consent to ensure the subjects right to freedom and selfdetermination. The consent forms were sent out to the participants containing all relevant
information thereby the participants were entitled to exercise their right to withdraw at any
stage of the research (Gall and Borg, 1989). So the participants were apprised of four
elements: (1) competence authority to decide whether they wish to continue being part of the
research (2) voluntarism- it is totally voluntary (3) full information (4) comprehension.
I respected the participants right to privacy through promise of confidentiality (Drnyei,

2007). The students who participated in questionnaire survey were informed that even though
the researcher knows who has provided the information or is able to identify the participants
from the information given, they will in no way make the connection public. Cohen, et al.
(2011) suggests that the more sensitive, intimate or discrediting the information, the greater is
the obligation on the researchers part to make sure that guarantees of confidentiality are
carried out in spirit and letter.
The participants were informed if they had any reservations with some kind of questions being
asked, they could simply exercise their right and skip the question (ibid, 2011). There were
questions related to religion and national identity which students may not have liked to reply
to.
4.10 Summary of the Chapter

In this chapter I have given rationale of the methodology employed for my research study.
This chapter began with aims and objects of the study in which I identified what factors
motivate the Pakistani University Students to learn English and whether motivation of students
changes over the period of English language course at university. This was followed by the
research design which was, after careful consideration, designed to be mixed methodology and
longitudinal in order to better understand the phenomenon. The rationale behind using mixed
methods was that it allowed the researcher to have a robust analysis by taking advantage of the
strength of each method involved in the study (Tashakkori and Teddlie, 1998, cited in
Ivankova et al, 2006: 03). In addition the longitudinal technique was adopted to see the
changes in students motivation which might occur after completion of the English language
course at university. After developing research aims and research design, research questions
99
were developed which were followed by the research setting, informants and instrumentation.
This further led to ethical considerations followed by a pilot study. The findings of the pilot
study suggested some of the necessary and timely changes in the layout, appearance, wording,
clarity and instructions of the questionnaire which were incorporated during main data
collection procedure. After collecting the main data, Statistical Package for Social Sciences
version 18 (SPSS) was used to conduct both descriptive and inferential analysis of the
questionnaire. For the qualitative portion of the study, the technique of the content analysis
was used to surface and analyze the emergent themes. In the end, it was also mentioned ethical
issues were addressed.
The next chapter presents detailed analyses of data and presents the findings.
100
Chapter 5
Findings: Presentation and Analyses
5.1 Introduction
This chapter reports my findings based on the questionnaires and interviews used for this
study. The questionnaire and interview data were collected twice during the whole research
process at the beginning and at the end of the English language course at the University. The
first section of the chapter presents the background data of phase-1, collected through both
questionnaire and interview tools. After the background data, questionnaire items measuring
L2 motivational factors have been described with the help of mean, standard deviation and
percentages of the items. The questionnaires and interview tools used in this study attempted
to measure students responses on 7 motivational factors (1) Instrumental Motivation (2)
Integrative Motivation (3) Parental Encouragement (4) English course motivational
components (5) English Teacher specific motivational components (6) English class and use
anxiety and (7) Identity and English learning. The items have also been ranked in order of
highest mean score. In addition, the interview data have been linked to have further illustrative
insights on the questionnaire data. The second section of the chapter compares responses of
the students in both questionnaires 1 and 2 and interviews 1 and 2 to investigate motivational
change in students responses. For this purpose, correlation and paired sample t-test have been
applied to see the differences in the questionnaires 1 and 2.
5.2 Background Data of Questionnaire-1

Table 5.1 shows background information of the participants invited to take part into the
research. 672 students from ten engineering departments were registered to take the English
language course at the Engineering University. Initially, all the first year engineering students
were invited to take part into the course. However, N=541 students participated in this
research. Out of 541, N=530 valid/completed questionnaires were received.
101
Table 5.1: Background Information of the Participants

Field
Characteristic
Percentage
Gender
Male/Female
91
9
Place of living
Urban
28.7
Rural
71.3
Local language
Sindhi
61.5
Urdu
25.7
Seraiki
6.0
Balochi
4.5
Punjabi
2.3
Profession of parents
Landlord
Civil officer
Engineer
Private business
Government officer
19.1
5.5
12.5
20.4
42.6
Previous Educational
Institution
English medium
Local medium
Madrassah
Public Sector
Private Sector
61.9
37.7
0.4
44.9
55.1
Nature of Education
Table 5.1 shows the ratio of the female students in Engineering University is lower than
males. This is because engineering is a male dominated area of study in Pakistan as elsewhere.
The female students choice of engineering subjects is limited to Computer, Biomedical,
Textile or Architectural Engineering. These areas do not bind Engineers to go in the field
working with heavy machines. It is also noteworthy that the participants are from varied
linguistic backgrounds. However, the Sindhi population is dominant because 61 percent of the
participants belong to the rural Sindh, followed by 25 percent of Urdu speakers who represent
the population of urban Sindh. Ethnically, those who speak Sindhi as L1 are called Sindhis
and those who speak Urdu as L1 are called Mohajirs (Migrants from India). Sindhis are
densely populated in the rural Sindh, while on the other hand, most of the Mohajirs live in the
urban areas.
102
The data shows that the students who come to study in the engineering university belong to a
financially sound family. Of the 5 options the interesting figure is 19.1% for landlords. Their
parents are government servants, civil servants, engineers or business people. The professional
education in Pakistan is very expensive and those who are monetarily well off, can think of
receiving it (Pathan, 2009). The most surprising data is that the landlords are now sending
their children to study in the engineering university for professional studies. Previously, in the
Pakistani society, offspring of the landlords inherited land of their family and they did not take
much interest in studies at higher education level. This is partly because of the new world
trade order by which the landlords probably appreciate that the agriculture economy is
speedily converting into the knowledge economy. If the new generation kept following the
footprints of their parents, it is likely that their children would lead a financially meager life. A
large proportion of these students come from the private sector schools where the medium of
instruction is English (figure 5.1).
5.3 Students English learning Experience in Previous Years

The students learned English in schools, colleges and in private classes. However, the
following bar charts depict the mixed responses of the English learning experience of the
students in the past. Students who attended private school or college seem to appreciate their
English learning experience on the other hand students who were from government schools
did not seem to have facilities for learning English in past. As cited in Chapter 2, students will
have had a wide variety of previous English language learning experience in the school and
college. The questionnaire and interview data reflect this.
103
Figure: 5.2: Bar Chart of Benefit of English learning
Despite the fact that more students felt no real benefit of previous English learning experience,
the majority of the students felt that they are ready to take this course as indicated in the figure
(5.3). The readiness for this course is based on their confidence in English course and
expectation that after this course they will be able to learn English. The high status of English
course raises students expectations of the learning experience at the university.
104
Figure 5.3: Readiness for University English Course
5.4 Background Interview Data

The interview data regarding overall English learning experience of the students in the past
corroborate the questionnaire data. However, the data reveals some interesting stories from
students both from public and private sector education. The interview data gives the views of
the students, regarding learning English, who attended public and private institutions in
Pakistan.
Students English Learning Experience in School and College
(1) Views of the students who attended Private Institutes
One of the students who attended private school said,
S4: umm well my background is from private institution schools so therefore my
English when I compare with students my English is better. I have been to various
English institutions like Berlitz and got tuition classes. umm they have been wonderful
as for their grammar and accent was concerned.
The student is very confident having not only attended private school but also private English
learning institutes such as Berlitz which is chain of state of the art English language centers
where most qualified ELT faculty teach. The student also spoke in mixed American and
British accent appreciating the teachers had good grammar and accent. This student
appreciated the divide between public and private schooling system. The student said, S4: due
to the private sector and government divide there is a huge difference
One of the students who attended both the private and public sector educational institutions in
Pakistan was of the view that English learning experience in college has not been good.
S8 English language or any language is learned through practice but bad luck is we
have different systems in Pakistan and standard and educational standards we have
different courses so everybody has no uniform standard. I was from private from
primary but situation was different in private sector and atmosphere was very
goodduring initial period I never understood my class fellows laughed at me but then
I did not stop speaking right or wrong and then I improved...learning experience was
from 6 to matric...but then bad luck in college was there was no concentration on
English teachers used to give lecture in local languages not English...in college I didnt
learn anything in English
105
S2: Sir its nice because I was in English medium school so teachers used to talk in
English teachers talked in English but then I just kept learning when I came in level
up teachers left and level was down of English language. it was about environment
I didnt get good environment in college there was nothing like English.
S10: sir my English language learning experience was very well I did my
matriculation from Beaconhouse and they used D syllabus and Oxford syllabus used it
was cool and awesome experience but when I came to college level I didnt have good
experience because teachers are not well qualified.
(2) Views of the students who attended Public sector Institutions
On the other hand the students who come from public sector local medium school felt
completely unprepared. Even one of the students who got his school education in local
language medium felt that he did not learn anything in the past and it is going to be first time
that he will be learning English in the university. Another student from a small town reported
that he did not get good teachers. These teachers only focused on grammar and not on any
skill development. These teachers in public school or college have a Masters degree in
English literature with little or no exposure of teaching English language. The government
appoints English teachers based on one common qualification which is a Masters in English as
mentioned in Chapter 2. The Higher Education Commission has recently taken initiatives to
train ELT faculty at school, college and university. It is likely that situation improves in due
course of time (See Chapter 2).
S5: I learned in sindhi medium school and colleges so it is first time I am learning.
S13 well sir emm all experience I had from school life was good but it has not been
helpful because I was from small town so teachers werent good...at school there was
only focus on grammar and nothing on spoken...so it wasnt so good...and I didnt
attend college I was in government school...I got as much from teacher as I could I
also took tuition he encouraged me to read newspapers to watch movies.
One of the students who came from a middle class family said that his English learning
experience has been hard because his parents are illiterate and he did not learn anything from
his parents. However, his parents sent him to the private school where he got a good
environment and he has improved.
106
S15: language learning experience was struggling and hard because I am from middle
class family and my parents are illiterate ...I didnt learn anything from parents side but
then I realized that without English I cant move...I started my learning and with that
dedication I had a craze that I had to learn it and now I have learned it.my previous school
and I was from private school and college teachers were amazing and had good
environment of English learning and I improved.
(3) Expectations with the English Course at University
Despite the fact that the students had different English learning experiences in the past , the
majority of the students felt positive about the English language course at the university. The
students said that English is very important and it is as important as their major engineering
subjects as S6 said, English is as important as other subjects and S8 said, our all
engineering subjects are in English and they are equally important. The majority of the
students look forward to this English language course and expect that this course would help
them to improve their English language. The students are required to attend the Centre and
avail themselves of different opportunities of learning English (Chapter 2). On the other hand,
some of the students from private schools said,
S4 said Since I have done a lot in School in university I am not expecting anything
that much to gain but lets be positive
However, they hoped that there will be new things which can help with English.
S2 Sir learning English at university is important. It helps us to build confidence in

future we need it for job. It is important now a days to speak in English. With this
course I think that we might know more we might have more confidence better than
now
S5 I think eemm English learning program and centre is important for every
university. It is for students help and important for students to learn important for
future for a student is is important to learn English. It is important that course should
help us in future career and help us in studies.
S12 emm as compared with school and college learning English at university Is higher
level in my opinion English learning at university is very important for me past was
ok but now we need pillar of English and university helps us and identify our needs
my expectations are v high.
S8 My expectations are too high but I dont think it will be met in university I think
whenever anybody speaks in English others specially (political comrades) will say I
107
am showing off. Even in English class they force to speak English but students prefer
to remain quiet than to speak English it is bad luck
S15 my expectations are very broad and high because before coming I thought
everybody would be speaking in English and there would be very good English
speaking environment.. but then I found very different situation at my department
level.but then whenever I saw ELDC (language Centre) department then I found that
environment is good and power to improve our English.
The comments of the students with regard to preparedness for the university English language
course are positive. There are students who learned English from the Oxford syllabus and
reputable private schools who felt that they already know English and therefore they do not
expect much from English language course at the university.
5.5 Integrative Motivation

The questionnaire statements number 2, 15, 16, 21, 22,25 and 31 are multiple items of the
integrative motivation in the questionnaire (Appendix-1). These items were grouped not only
to see the traditional concept of integrative motivation for learning L2 as researched by
Gardner and his associates but also attempts to redefining of the integrative motivation in
contemporary age by Drnyei. The statements number 02, 15, 16 and 25 measure the old
concept of integrative motivation and statements numbers 21, 22 and 31 have been constructed
to investigate the new concept of integrative motivation. According to the traditional concept
of integrative motivation the second language (L2) learners are motivated to learn L2 because
they want to be like native speakers of L2 and would like to be part of the L2 community
(Csizer and Drnyei, 2005: 20). This concept of integrative motivation in relation to English
as a global language is now being researched froma new perspective. According to the new
concept the possibility cannot be discredited that L2 learners wish to be part of international
community rather than to be part of L2 community (Drnyei, et al., 2006). The questions also
address the possibility that the L2 learners wish to be part of their indigenous community in
Pakistan or part of dual national community of British/American Pakistanis, rather than being
part of L2 community.
108
Table 5.4 Mean and SD of Integrative Motivation Items (N=530)

Item
2
Statements
Mean
SD
I want to learn English so that I

can know English speaking
people better
can mix comfortably with British or
American Pakistanis based in
Pakistan
4.0566
.98793
Rank
1
3.7830
1.075
15
I want to learn English to visit

abroad
3.7189
1.175
21

become part of the English
speaking Pakistanis community
I am learning English because it
is the language of the Pakistani
Engineering community
I want to learn English so that in
future I become dual national like
British Pakistani/American
Pakistani
3.6170
1.10955
3.4585
1.13343
3.264
1.286
I am learning English because I

want to be like British/Americans
2.328
1.309
3.46
0.68
16
22
31
25
Overall Mean and SD
Interestingly, the data of this study show positive scores for integrative motivation. Overall the
mean score is 3.46. The responses are partially in line with Gardners concept of integrative
motivation and are in full conformity to Drnyeis redefinition of the integrative motivation
for learning English as L2. In response to statement 2 in the questionnaire I want to learn
English so that I can know English speaking people better (M=4.04), 39.7 percent students
strongly agreed and 39 percent agreed with the statement. Only 2.3 percent students disagreed
with the statement. On the other hand, statement 25 in the questionnaire I am learning
English because I want to be like British/Americans (M=2.32) 34 percent students strongly
disagreed and 27.5 percent disagreed with the statement. Only 9.4 percent students strongly
agreed with the statement and 11.3 percent agreed. The data leads the researcher to partially
agree that the students want to know about English speaking people better however, the
students, do not seem to be identified with or like to be like L2 speakers.
109
The data gathered for statements 16 I want to learn English so that I can mix comfortably
with British or American Pakistanis based in Pakistan (M=3.78), the statement 21 I want to
learn English so that I become part of English speaking Pakistani community (M=3.61), the
statement 22, I am learning English because it is language of Pakistani Engineering
community (M=3.45) and the statement 31 I want to learn English so that in future I become
dual national like British/American Pakistani (M=3.20), reveal that the new concept of
integration motivation is relevant in my local context. The students want to be part of the
indigenous Pakistani community whose members speak English. Professionally, the students
think that English is the language of the Pakistani Engineering community and to be part of
the Pakistani Engineering community, they learn English. My data reveals reveals that the
engineering university students have both old and new concepts of integrative motivation.
However, the students discredit the thought that they learn English so that they become or like
British/Americans, they learn English in a hope that they would become dual national like
British or American Pakistanis. Although the students wish to travel abroad, they would like to
be part of L2 setting in UK/USA where British or American Pakistanis have their own
community.
Figure 5.4.1 To be part of Engineering community
110
5.4.2 English Speaking Pakistani Community
5.4.3 To be like British or American
111
5.4.4 Knowing English Speaking People Better
Figure 5.4.5 Becoming dual national
With regard to integrative motivation for learning English, the responses in the interview data
corroborate with the questionnaire data. However, there are some interesting points which
students took up in one to one interview. As discussed in the questionnaire, the students
agreed that they learn English for integrative purposes and this integration is with the Pakistani
Engineering community whose members speak English. English is the language of the
Pakistan Engineering Council (PEC). In addition, the students also learned English to be part
of English speaking Pakistani community and for emigration as the quotations below show.
112
S1 Generally in Pakistan we learn English because we have to get jobs even so many
people are willing to go abroad so that have to learn it. Sir its different reasons are
there. There are different thinkings some say it is for job for passing examinations
some for going abroad. I am doing it because I am interested. We also learn it
because it is language of Pakistani Engineering community
S6 I think ee English is an international language and it s good for us its purpose is
to communicate something to others there are too many foreigners in Pakistan and
clients ask us for projects so we have to communicate like Sudanese etcand it is
language of engineering community..
S12 learning English helps us to deal with international worldsimply to
communicate and deal with international community and the we are the engineers
and the
engineering community speaks in Englishit is language of Pakistani
engineering community
In addition to being part of the international community and the engineering community, the
students also have motivation for learning English for emigration purposes as well (Discussed
in questionnaire data of integrative motivation).
S13 for emigration English is important..|I want to part of Pakistani engineering
community. I think so it is langue of Pakistani engineering community
S15 my talking and walking style will change and I decided to go abroad and I want
to speak like foreigners..I want to be part of engineering community..engineers dont
have to only for one language community and he has to work for whole the world so it
is very necessary to interact with people who speak in English.
It is interesting to note that one of the students used pronoun we instead of I when he said
that English language is the language of the engineering community. This discourse shows the
students sense of unity with the community, which he aspired to be part of. Moreover, this
sense of being part of a community is free from any gender, class or previous education
background bias. More surprisingly, all the students from public/ private sector education,
113
middle class or upper class families who shared that their English learning experience was
different, show unity when they talk about English language as language of engineering
community of which they wish to be part.
This is consistent with the concept of integrative motivation in relation to English as a global
language, which is now being researched from a new perspective. According to the new
concept the possibility cannot be discredited that L2 learners wish to be part of international
community rather than to be part of L2 community (Drnyei, et al., 2006).
5.6 Instrumental Motivation

The questionnaire statements number 1, 14, 17, 18, 19 and 20 are multiple items of the
instrumental motivation in the questionnaire (Appendix-1). After integrative motivation,
instrumental motivation has been a widely researched factor in L2 motivation research. This is
because today there are more non-native speakers of English than native speakers. Gardners
research did not focus on instrumentality so much because of the socio-linguistic conditions of
Canada where integrative motivation was relevant. Instrumentality is relevant to settings
where English is learned as second or foreign language. In addition, the old views about
instrumental motivation focused on job prospects, which of course are not relevant in case of
children learning English (Drnyei, 1994). My research, therefore, focuses on instrumental
motivation in wider aspects and context specific. As Csizer and Drnyei (2005: 21) redefine
instrumentality concerned the pragmatic incentives that are usually associated with the
concept, as well as importance of the particular L2 in the world and the contribution its
proficiency makes to becoming an educated person.
Since the research scenario was Pakistan where English is a second language, it was important
to investigate the instrumental motivation for learning English. In Pakistan, English is
considered as a language that can elevate peoples status in society. It is also medium of
instruction in higher education in Pakistan so the students learn it for short term goals like
passing exams and understanding lectures (See chapter two). All scientific subjects are in
English, which means anybody who has little or no knowledge of English cannot get degree.
114
Table 5.5 Mean and SD of Instrumental Motivation Items (N=530)

S.no
Statement
Mean
Std.
Rank
Deviation
17
I want to learn English so that I can
4.4528
0.851
4.4377
0.790
3.6925
1.0868
3.6170
1.2744
3.3623
1.32051
3.1453
1.3870
become a successful Engineer
18
I learn English so that I can access more

advanced knowledge in the field of
engineering sciences
01
I wish to learn English to watch movies

and read novels
19
I want to learn English because I will

emigrate to UK/USA for a better future
20
Without English I can not get high social

status in Pakistan
14
I learn English so that I can pass the

English exam
Overall Mean and SD
3.78
0.641
Not surprisingly the data in the table 5.5 show that students have instrumental motivation for
learning English. The responses are aligned to Drnyeis definition of instrumental motivation
focusing on practical incentives and proficiency of English leading to an educated person.
As can be seen overall, the mean score of the instrumental motivation is (M=3.78). In response
to statement 14 in the questionnaire I learn English so that I can pass the English exam
(M=3.14), 19.8 percent students strongly agreed and 27.5 percent agreed with the statement.
However, 17.9 percent students disagreed with the statement; however, they reflect that this is
not one of the major instrumental motivations for learning English. On the other hand,
statement 17 in the questionnaire I want to learn English so that I can become a successful
Engineer got a higher response in comparison to other instrumental reasons (M=4.45). 61
percent students strongly agreed and 29.2 percent agreed with the statement. Only 1.4 percent
students strongly disagreed with the statement and 2.8 percent disagreed. This shows that the
Engineering students perceive their professional success and growth as an Engineer with
English language learning. In addition, statement 18 in the questionnaire I am learning
English so that I can access more advanced knowledge in the field of engineering sciences,
gotthe second highest mean score by the participants (M=4.43). 56 percent students strongly
115
agreed with the statement and 34 percent participants agreed. Only 1.3 percent participants
strongly disagreed.
As expected, travelling (pragmatic reasons) and the contribution made by proficiency of

English language in becoming an educated and socially respected person, are another part of
instrumental motivation. Statement 20 in the questionnaire without English I cannot get high
social status in Pakistan got M=3.36 mean score. In Pakistani society, English language is a
sign of high social status (Rahman, 2004b; Pathan, 2011). All Bureaucrats, Military personnel,
Businessmen, Politicians, Professional Engineers and Judges use English. English is used as
the language of sophistication and upward mobility (Chapter two). Lastly, based on travelling
and future, a statement was constructed (statement 20) I want to learn English because I will
emigrate to UK/USA for better future. This statement got a mean score of 3.6, which is the
third highest score in instrumental motivation for learning English. The professional engineers
in Pakistan, like anywhere else in the world, always look for opportunities to work abroad for
a better future. This not only brings huge revenue for Pakistan in case of foreign remittances
and helps to boost the countrys declining economy, but also help them to settle permanently
in foreign countries such as UK/USA. There is an assumption that these people are aware that
learning English is the only key through which they can help the countrys economy and
easily emigrate abroad for better future. Since, these days there are strict emigration conditions
with regards to English language knowledge for those aspiring to settle down in UK/USA, all
the aspirants put time, effort and money to learn English. For example for general emigration
purposes IELTS (General) is the basic requirement (5.5 band) for application.
116
Figure 5.5.1 Bar chart becoming successful Engineer
Figure 5.5.2 Bar chart gaining Engineering knowledge
117
Figure 5.5.3 Bar chart English for passing exam
Figure 5.5.4 English to emigrate to UK/USA

118
Figure 5.5.5 English and social status
Figure 5.5.6 English for watching movies and reading novels
119
Figure 5.5.7 English for visiting abroad
With regard to instrumental motivation, the interview data support the questionnaire data.
However, the interview data give further insights on pragmatic reasons for learning English.
As discussed in the questionnaire, the students agreed that they learn English for instrumental
purposes, more specifically to be a successful engineer or to get a good job or acquiring
engineering knowledge which is in English. Apart from this, there are other pragmatic reasons
such as learning English raises status in society and makes them appear highly educated
persons. The students think that potential employers will not respect them if they speak in
local languages instead of English. Moreover, if they do not speak English, it is likely that the
employers would question the quality of engineering degree as one of the students said S8: If
we speak local languages the employers will think that we have just learned technical word in
workshop or low graded shops but have not acquired degree or our degree is fake. One of the
new areas which came from the interview data is that the students think that learning English
will likely eradicate poverty from the country and will increase literacy rate.
As seen from the samples below grouped into the following sub-categories
120
(1) Job/Career
S1 Generally in Pakistan we learn English because we have to get jobs
S3 English is very important for my job and career
S5 When you know well English you are successful in future
S6 for job we have to learn English and after 5 years I will go in professional life I have to
speak in English and I should have power of English to deal my clients
S8 Being engineer it is basic thing.. the strange thing is that even if we are good
engineers, know about our field but we dont have good English we cannot survive in that
environment
S14 ..emm when I will go to the interview for job they first see my expression my
personality and my talking and if they are impressed by my English and they will give me
benefits in salary and benefits
(2) To Acquire Engineering Knowledge

Despite the fact that Pakistan is very rich in terms of local languages, none of the local
languages is used for acquiring scientific knowledge. Unfortunately, there are no translations
available to date. The students are well aware that the existing Engineering knowledge is in
English and without learning English they cannot learn about science and engineering. English
is also the language of internet.
S4 as for as engineering is concerned all engineering is in English we need to grasp of
it
S5 because every subject is in English and when u know well English so u r successful
in future and subject and you understand subjects lecture easily
S8 Our all subjects are in English and what our notes or books are saying we must
know English it is important for student
The students understand that since the local languages do not provide rich literature in
scientific and engineering fields, it is important for them to learn English to achieve scientific
knowledge. And they understand that without English they cannot progress in field of
engineering.
121
(3) Status in Pakistani Society

The following comments support the views that in Pakistan, English is a sign of social status
and upward mobility. The speakers of English are respected and thought to be educated
persons in the society as //S8 said, for high social status and career it is important to learn
English.// Another ther student //S 14 said, Two or more persons talking in English and we
cant understand and it is shameful for us if we cant speak in English.// This is because
English is spoken by people who enjoy high status in Pakistani society such as Politicians,
Lawyers, Judges, Military and Bureaucrats and Professional Doctors and Engineers .
S2 In Pakistan it is important to learn English because people think low about you
when you dont know English or you dont speak English people think that you are not
educated
S3 when you speak English fluently it shows your status what I think..
S8 the sole purpose of mine is to be recognized in society so I need to learn English
and I simply dont wanted to be regarded as uneducated and illiterate just because I
dont know English and I dont have sufficient knowledge of English
This social status is also reflected in potential employers who hire those people who speak
good English. This is because the standard of a company is gauged with the proficiency of
employees English.
The potential employers rate the quality of graduate degree with
proficiency of English. If the standard of English is low, it is inferred that the student is not
bright in academics. As one the students said
S8 Being Engineer it is basic thing.. the strange thing is that even if we are good engineers,
know about our field but we dont have good English we cannot survive in that
environment..If we speak local languages the employers will think that we have just learned
technical word in workshop or low graded shops but have not acquired degree or our degree
is fake.
(4) Going abroad to work or study
The students in my sample also showed interest in learning English so that they would travel
or go abroad. This travelling is for personal as well as academic reasons. For travelling
purposes students need to learn English to communicate with people from different language
122
backgrounds. And for the academic reasons, the students need to understand the language of
instruction at the universities in order to understand lectures, take notes and write essays.
S1 There are different thinking some say it is for job for passing examinations some
for going abroad
S4 If someone goes for higher studies like PhD abroad then they would need to learn
English.
S10 I am going to do masters from London. I am going to need English for my future
studies and interacting with people there in foreign countries too.
S15 If I learn English I will improve my personality. My talking style will change and I
have decided to go abroad.
(5) To communicate Internationally

English is an international language. It is widely spoken and understood throughout the world.
People of different nationalities and linguistic backgrounds share a common language of
communication internationally which is English. In my sample the students said
S6 I think ee English is an international language and its good for us its purpose is to
communicate something to others there are too many foreigners in Pakistan and
clients ask us for projects so we have to communicate like Sudanese etc
S9 English is common language and it is sign of unity among people in Pakistan as
well as in the world
S12 learning English helps us to deal with international world
(6) Improving social and financial status

People in Pakistan learn English in order to improve their social and financial status. When
someone speaks English he is respected in the society. With this respect, the speaker of
English maintains contacts with people who enjoy high social status. . As one of the students
said
S12 actually Pakistan is country where poverty is increasing day by day and to
decreasing poverty and increasing literacy rate learning of English is very important.
123
A person from financially meager background invests time and money to learn English. It is
likely that through interaction with other people he develops business or job related contacts
and his poor conditions get better.
5.7 Parental Encouragement
The questionnaire statements number 3, 24 26, 27, 29 30, 46, 47 are multiple items on the
parental encouragement in the questionnaire (Appendix-1). According to Drnyei (2001b: 78)
and Zhu (2007: 78) parental influence on L2 motivation was thought to be a central
component by Gardner (1985) because parents were considered as a major intermediary
between the culture milieu and the students. Gardner (1985) writes of two main directions of
parents role in students learning (1) Active role, which involves encouragement and support
and monitoring (2) Passive role, which involves indirect modeling and communicating
attitudes related to L2 learning and L2 community. McGroarty (2001: 73) is of view that it is
understandable that students should be sensitive to opinions of parents and teachers. This is
why Gardner investigated opinions of parents regarding language study. The L2 motivation
researchers have discussed Significant others important others and valued others in
motivation for learning L2. These include parents, teachers and peers. My study, in addition to
these factors, adds grandparental role and investigates whether or not grandparents have any
influence on students motivation to learn English in Pakistani context.
Table: 5.6 Mean and SD of Parental Encouragement (N=530)

S. no
Statement
Mean
Std.
Rank
Deviation
46
My parents will feel proud in Pakistani society If they
4.060
0.934
talk about my English proficiency with their friends

and relatives
27
My parents encourage me to learn English
4.030
1.015
26
My parents will highly reward me If I get good marks
3.743
1.0748
3.247
1.19910
in English
30
My parents buy me English story books and DVDs

so that I remain in touch with English in leisure time
124
I learn English to please my parents
24
My grandparents think that English learning is a sign
3.2075
1.2198
2.396
1.197
2.0019
1.19624
1.5094
0.823
of following British colonial pre-1947 values
29
My grandparents ask my parents to discourage me

from learning English
47
My parents think that English learning is not

important
Overall Mean and SD
3.024
0.491
The data of this study show that the engineering students of the universities in province Sindh,
learn English because of their parents as well. The responses are aligned to Gardners (1985)
two dimensions regarding encouragement and attitudes towards L2 community, Csizer and
Drnyei (2005) significant others and important others and Pathan (in progress)
considerable others. In response to statement I learn English to please my parents
(M=3.02), 15.8 percent students strongly agreed and 29 percent agreed with the statement.
However, 21 percent students disagreed with the statement. This is of course not a strong
proposition on which inferences can be drawn. However, this will be further explored in
interview in a later section (interview section). The highest mean score was given to four
statements in the questionnaire My parents will highly reward me If I get good marks in
English (M=3.74), My parents encourage me to learn English (M=4.03) and My parents
buy me English story books (M=3.24) and My parents will feel proud in Pakistani society if
they talk about my English proficiency with their friends and relatives (M=4.06).
In Pakistani society specifically in Province Sindh, parents role is pivotal in all spheres of
life. English is no exception. It is interesting to note that parents highly encourage their
children to learn English because they themselves are aware that English is sign of reputation
and respect in the community. The extent of interest is supported by the statement that parents
buy them English books, novels and CDs so that children remain in touch with English when
they are not formally in the English class. Further to this the statement My parents think that
English is not important (M=1.5) got strong disagreements at 62 percent and disagreement at
29.2 percent.
125
The role of significant others with special reference to grandparents of students is important
to be taken into consideration in Province Sindh. The family hierarchy holds grandparents in
high esteem in Sindh. Most often the grandparents chair the family gatherings and their words
are accounted to wisdom earned through experience from past and all the years lived. What
they advise or what they think, is normally executed without further debate or question. This is
because questioning parents in general and grandparents specifically, is discouraged.
Following these assumption in my local context, I extended the research to include the role of
grandparents in their grandchildrens learning English language or whether grandparents
motivate students to learn English or stop them from learning English on the assumption that
English learning is sign of following British colonial pre -1947 values and therefore
grandparents ask students parents to discourage them from learning English.
As table 5.6 shows that the questionnaire responses on statement My grandparents think that
English learning is sign of following British colonial pre-1947 values got the low mean score
which is M=2.3. Only 5.7 percent students showed strong agreement with the statement and
13.8 showed agreements. In contrast 28.9 percent students showed strong disagreement and
27.7 percent students showed agreement. The statement My grandparents ask my parents to
discourage me from learning English also got low mean score, i.e M= 2.0.
47 percent of
students strongly disagreed with the statement and 23 percent disagreed. In contrast only 5.1
percent students strongly agreed with the statement. This indicates that grandparents do not
discourage their parents from students interest in learning English. However, the assumption
cannot be discredited altogether and it is arguable that the grandparents motivate students to
learn English or not. This will be further explored in interview section.
As discussed in the questionnaire, the students agreed that they learn English because their
parents encourage them to learn English.
(1) Students learn English for reward, pleasure and encouragement from their
parents
126
Figure 5.6.1 Parental encouragement to learn English
Figure 5.6.2 English and status of parents
127
Figure 5.6.3 Parents buy students books and DVDs
Figure 5.6.4 learn English to please parents
128
Figure 5.6.5 Parents reward students for achievement
Figure 5.6.6 English and Colonial Pre 1947 rule
129
Figure 5.6.7 Attitude of grandparents
The interview findings are consistent with that of questionnaire. The students said,
S1 Sir they are so much supportive because they didnt get too much opportunities in
their lives so they want me to do it. They are encouraging. If I ask for any books
newspapers even if I say for going for English language centre they help me give
money.
One of the students said that the parents support learning English because they know that
English learning promises better future.
S5 yeah umm our home plays important role in helping us English because my
parents think of good future for us so they are very supportive.
S8 my parents have great impact on my life they always encourage and provide me
money wherever I want to go and study.. They paid above than their capacity to help
me learn English Anything I ask my parents they provide...Specifically about English
language if I say they always provided...if I needed any books of English they always
provide and encourage
130
One of the students narrated his story how his father actually gave him guidelines for learning
English and how he got his article published in English newspaper.
S11 my parents are keen that I learn English..my father said once my son listen my
advice read English newspaper to improve your English from that day I have been
reading ..in 2007 my article was also published in dawn news..they help me in
everything in life..if I want admission in institutions or any kind of learning and they
gave me fee and asked me learn it
On the other hand, one of the students said that his parents are living in a village and they have
no knowledge of English. Because of this they are not interested in his learning English.
S14 emm exactly I am telling you that my parents are and my grandfather are living
in village and they are not interested because they dont understand English I am in
city so I need to learn English it is important to me not for them..I dont have any
encouragement from my parents
In contrast to the above, one other student whose parents are living in village do support him
in learning English.
S15 my parents are illiterate and my grandparent died..then there is a very nice
behavior but my parents always encourage me and they feel glad when even I speak
one sentence in English..they are very encouraging parents. when I need anything like
books CDs..I told them these days internet and computer are very important for
learning English so they even arranged anyhow thought they didnt have money..I
always feel proud
The reasonsome parents who are illiterate and reside in village do support and help students to
learn English is because they see their own future with their children.
(2) Students English learning and Parents status in society

The students think if they spoke good English, their parents would be proud and respected in
the society, especially in family and friends.
One of the students said that her parents feel proud when they talk about her proficiency of
English in English speaking Pakistani community.
131
S1 They also feel proud of me when they talk about me in English speaking
community.
S14 yeah it is ..in our country the persons who talk in English they will be in high
level and they will have more respect
The students have a perception if they got good marks in English their parents would be
pleased with them and highly reward them. To assure their encouragement, parents buy their
children different books, CDs and provide internet facility so that the children remain in touch
with English. In addition, the parents arrange private English courses for them. The students
also believe if they spoke good English it would elevate their parents status in society and
make them feel proud. The students also think that the parents support their children to learn
English because they themselves did not get many opportunities in their lives so they want the
children to gain what the parents could not. The grandparents role in students learning
English is diverse for different students in my sample. However, regardless of the views held
by the grandparents for English learning, they do not seem to discourage their grandchildren
from learning English.
(3) Role of Grandparents
The questionnaire statements My grandparents think that English learning is a sign of

following British colonial pre 1947 values and My grandparents ask my parents to
discourage me from learning English did not get high mean score from students. The
interview data gives some insights on this as shown below
S2 my grandfather used to encourage me a lot in English learning

S3 well my grandparents neither forced me no restriction if we spoke English they felt
good
S11 my grandparents also want me to be educated..they were very keen to see me
learn English for future.
S13 ..I havent seen any negative type of attitude..my grandfather encouraged me
also..last time I had an interview with DDO officer who is friend of my grandfather he
very much appreciated when I spoke to him in English..my grandfather was very happy
132
and he said that my grandson is very intelligent because he can speak such a good and
fluent English
One of the students said that the grandparents encourage him to use local language Sindhi
instead of English.
S9 but my grandparents dont suggest meno they dont suggest and encourage
me..all others cousins, brothers etc encourage me..our whole family is from Pakistan
and we are Sindhis so they think that we should speak Sindhi
One student said though the grandparents have some views about English learning, these
views are their personal views and it is likely that they will change with time.
S11 this is little bit on our side that our past with British they were our masters but
that is thought of our elders not ours our era is different and we understand
importance of English that without this we cannot move. But slowly and gradually they
will understand too.
The majority of the students said that their grandparents felt happy and always encouraged
them to learn English. In contrast, one of the students said that all other relatives in family
encourage him to learn English except the grandparents. They rather encourage to use Sindhi
as their whole family is from Pakistan. The other student said if the grandparents still have
views that British were their masters before 1947, it is their personal thought and it is likely
that their views will change gradually.
5.8 English Course specific motivational component

The questionnaire statements number 8, 9, 12, 38, 40, 43 are multiple items of the English
course motivational component in the questionnaire (Appendix-1). According to Chambers
(2001: 08) the course specific motivational components have an influence on syllabus,
teaching material, teaching method and learning activities. These motivational influences
relate to relevance of syllabus, authenticity and accessibility of material (ibid, 2001: 8). The
important motivational component for students is whether the course increases interest and
involvement in the tasks through challenge and competition in pair and group-work, whether
the activities are matched with difficulty of tasks with students abilities and whether or not
133
the course increases student expectancy of task fulfillment and celebrations of success (ibid,
2001: 09).
The responses are aligned to Drnyeis motivational framework on the learning situation
(course specific motivation components) and Gardners Attitudes towards the learning
situation (course evaluation). The overall mean score of the attitude towards the English
course is (M=3.39).
Figure 5.7 : Mean and SD of the English Course specific Motivational Component
(N=530)
S.
no
9
Statement
Mean
Std.
Rank
Deviation
In English class I feel that I am learning
4.2962
.792
4.0585
.97530
3.973
0.869
3.6887
1.1267
2.2245
1.19251
2.1547
1.2338
something
What I learn in English class helps me to use

English in daily life
40
The tasks in the lessons are from real life

situation.
38
I would like to have more English language

classes than I am having now
43
If English was not a compulsory subject at

University I would not have chosen this
course
12
I dont do my English assignments or

homework
Overall Mean and SD
3.39
0.417
In response to statement number (8) in table (5.7) What I learn in English class helps me to
use English in daily life (M=4.05), 37.5 percent students strongly agreed and 40.9 percent
agreed with the statement. However, 4.5 percent students disagreed with the statement and 2.8
134
percent students strongly disagreed. In response to statement number (40) in table (5.10) The
tasks in the lessons are from real life situation (M=3.97). 53 percent of participants agreed and
26 percent participants strongly agreed with the statement. Only 1.9 percent participant
strongly disagreed and 4.5 percent students disagreed. The highest mean score was given to
statement number (09) In English class I feel that I am learning something (M=4.29). 44.9
percent agreed to the statement and 44.7 percent strongly agreed with the statement. Only 1.1
percent students strongly disagreed and 2.5 percent disagreed.
The majority of the engineering students of the university in province Sindh find the tasks in
the English course quite relevant, which are from real life situation and help students to use
English in daily life. The tasks facilitate students satisfaction and students feel that they are
learning something. Because of students involvement and interest, they think that they should
have more English classes than they are having now. Interestingly, the students think that they
would have taken this course even if the course was not compulsory.
Figure 5.7.1 English class tasks
135
Figure 5.7.2 Benefit of attending English classes
Figure 5.7.3 English home work
136
Figure 5.7.4 English lessons and tasks
Figure 5.7.5 Intersest in English class
137
The interview data indicate that the English course activities provide a motivating
environment to the students and they feel that they are learning something in English class. As
Chambers (2001: 09) says an important motivational component for students is whether the
course increases interest and involvement in the tasks through challenge and competition in
pair and group-work (ibid, 2001: 09).
Some students like the participatory nature of the class,

S2, eeh everyone has chance to speak we always wait for English class so that we can
open our ideas
S14 emm in English class our teacher take us in group or talk in group..and we
exchange feelings and environment to each other and it is good environment..
They participate in group discussions, pair work and presentations. The tasks they do are
related to vocabulary and grammar, writing articles.
S1 there are tasks related to articles vocabulary. Right now we are writing articles.
S8 we have group discussions and presentations..we were five group members but
only two were discussing others were quiet
S9 Grammar and vocabulary I purchased book to improve in pair and group work.
S15 our teachers give very good tasks like words, articles and vocabulary and
structure of sentences..she says this way you can improve.
As Chambers (2001:09 ) says the course motivational component looks at whether or not the
course increases students expectancy of task fulfillment and celebration of success.
The students said,

S10 we do assignment presentations on multimedia and debate competitions.
S11, in our class our teacher is very good he always go for assignments group
discussions
Though the students were interviewed for the phase-1 of the research, in the second and third
week of the English language course at the university, they found the English course and class
useful. They felt that the course provides interactive tasks, which are done in groups and pairs.
Most of the students not only did their tasks but also their assignments. The tone of the most
138
of students in interview gave an impression that the fulfillments of assignment or achieving

tasks in English class were enjoyable activities to them which, unlike their mainstream
engineering subjects, were not burdensome.
5.9 English Teacher Specific Motivational Components

The questionnaire statements number 7, 10, 11, 41 are multiple items reflecting the attitudes
towards the English teacher (Appendix-1). According to Chambers (2001: 09) the teacher
specific motivational components refer to the relationship between student and the teacher, the
teachers approach, behavior and provision of motivating feedback. The motivational
influences of teachers are whether they are empathetic and promote learner autonomy, provide
choice and share responsibility (ibid, 2001: 9). In addition, the tasks are introduced by the
teacher in such a way that learning opportunities are appreciated by the students rather than
imposed demands to be resisted (ibid, 2001). Finally, the teachers motivational component
refers to the use of motivating feedback by presenting it in a positive and informative
manner (ibid, 2001: 09).
The data of this study shows that the engineering students of the university in province Sindh,
get motivation from their teachers to learn English. They think that English teachers facilitate
tasks and make them relevant for every student and help to make students autonomous
learners. The English teachers are not dictator type and their behavior is empathetic and
accepting so that the students can get along well with them. This behavior reassures the
students that the teacher really wants them to succeed. Moreover, the English teacher gives
motivating feedback which according to students is useful. The responses are aligned to
Drnyeis motivational framework on the learning situation (teacher specific motivational
components) and Gardners Attitudes towards the learning situation (Language Instructor
evaluation). The overall mean score of the attitude towards the English teacher is (M=4.20).
139
Table 5.8: Mean and SD of English Teacher Specific Motivational Component (N=530)
S. no
Statement
Mean
Std.
Rank
Deviation
41
My English language teacher gives me the
4.345
.78960
opportunity to participate in the class and

gives useful feedback
10
My English teacher wants me to succeed
4.3434
.82894
11
My English teacher tries to make tasks
4.0717
.95184
I get along well with my English teacher
4.067
.8798
Overall Mean and SD
4.207
0.575
relevant for every student

41
In response to statement number (7) in table 5.8 I get along well with my English teacher
(M=4.06), 34 percent of students strongly agreed and 45.5 percent agreed with the statement.
However, 3.2 percent of students disagreed with the statement and 1.7 percent of students
strongly disagreed. In response to statement number (11) My English teacher tries to make
tasks relevant for every student (M=4.07) 50.4 percent of participants strongly agreed and 38.3
percent of participants agreed with the statement. Only 2.3 percent of participants strongly
disagreed and 0.2 percent of students disagreed. The highest mean score was given to
statement number (41) My English language teacher gives me the opportunity to participate in
the class and gives useful feedback (M=4.34) and the statement (10) My English teacher
wants me to succeed (M=4.34).
140
Figure 5.8.1 English teacher encouragement
Figure 5.8.2 English teacher and tasks in class
141
Figure 5.8.3 English teachers feedback
Figure 5.8.4 Affiliation with English teacher

In addition to questionnaire data, the interviews explored what according to students is the role
of their teacher in their learning English?
142
One of the students started praising the teachers role right from the nursery class. He said,
S8 teachers always have great impact on students lives even when kid goes in
nursery class teachers always do things to help..Teachers encourage a lot..even in
Christian school there was good English classour teachers try to create
atmosphere..
In Pakistani society, the teachers are considered as spiritual parents of the students. The
students respect them like their parents. This is indicated from one of the comments from
student who was of the view that teachers teach us English like their parents taught them their
mother tongue.
S9 teacher guides us in great way and he guides us and supports us.. Teacher is like
mother or father who helps us speak our mother language so teacher is our parent who
helps us speak English same way. They bless us like our parents. And pray for our
better future.
Most the students felt that they learn English because of the encouragement and praise from
their English teacher.
S10, he has a craze to help us improve our English on any cost...he gives us good
reward he never discourages us he always encourages us and when we make mistakes
he says better luck next time and it is not a great problem.
It is important to note that English teachers are friendly with students and they have social
interaction with students outside classroom as well. As one of the students said,
S11, they encourage us in different ways sometimes they reward us they ask us to take
tea with us on good performance on writing or presentations
The students appreciate the English teacher for taking everybody along in the class and
helping every student to participate in class activities.
S1, she has one thing everyone has to participate. This is the thing that encourages us
to participate in the class. She gives us homework, encourages. Ok you are making
mistakes go ahead you will learn it. She says very good.
The students responses indicate that the teachers play a vital role in helping students to learn
English. They encourage, praise and give reward to the students so that students keep learning
143
English with confidence. They also wish to see students to succeed. This is why the students
also learn English to please their teachers. It is very interesting to note that the students felt
that English teachers teach English like their parents taught them the mother tongue.
5.10 Identity and English language learning
The questionnaire statements number 34, 35, 36, 37 and 39 are multiple items of identity and
English language learning in the questionnaire (Appendix- 1). This factor has been constructed
in addition to that of integrative motivation with discussion on Drnyeis L2 self system and
concept of identity in L2 motivation research. The term identity is so vague and wide that it is
present almost in every sphere of life. However, in order to be focused, I have tried to be
precise in discussing English language learning and national and religious identity. The whole
social psychological approach to L2 motivation has been focused on ideas of social identity
linked to the values of the community associated with a target language (Ryan, 2008). The
definition of identity is that part of an individuals self-concept which derives from his
knowledge of his membership of a social group or groups together with the value and
emotional significance attached to that membership (Tajfel, 1981: 251 in Ryan, 2008: 83).
Pakistan got independence from the British in the name of religion Islam because the Muslims
thought that they needed a separate country where they could worship and preach their
religion with freedom. Therefore the official name of the country is the Islamic Republic of
Pakistan. At the time of independence, the religious scholars issued fatwas against learning of
English with the thought that it will make people liberal and they will act against community
values Islamists. On the other hand, there were other Muslim liberal freedom fighters such as
Sir Syed Ahmed Khan, who thought that Muslims should learn English and get education so
that they could progress. Following this proposition, I wanted to investigate in my sample
what is students motivation to learn English when they think of Islam and Pakistan. More
precisely, does fear of losing Islamic or Pakistani identity affect motivation for learning
English or do students have fear that learning English would affect their motivation for
learning English?
Interestingly my data indicate that learning of English does not damage Islamic principles and
Pakistani national identity. Rather, for spreading message of Islam and building Pakistani
image, learning of English is a motivating factor. As per questionnaire data in table 5.9, the
144
learning of English does make students liberal, but this liberalism is in lines with thought of
Sir Syed Ahmed Khan, who being liberal Islamist, encouraged and made people aware of
learning of English for progress.
Table 5.9 : Mean and SD of Identity and English language learning (N=530)
S no
36
Statement
English learning will make me more liberal in
Mean
Std. Deviation
Rank
3.1075
1.2532
2.8189
1.380
2.0547
1.22776
2.0208
1.15751
1.76237
1.08960
religious affairs
36
I think learning English will change my local

Pakistani outlook
35
I dont like when I see local Pakistanis speaking in

English with one another
37
If I speak English people will think that I am not a

true Pakistani
39
English learning is against the principles of Islam

Overall Mean and SD
2.35
0.77
In response to the statement number (34) in table (5.9) English learning is against the
principles of Islam (M=1.76), 57.7 percent of participants strongly disagreed and 21.9 percent
disagreed. As far as agreements are concerned only 2.6 percent strongly agreed and 8.3
percent of participants agreed. On the other hand, statement number (36) in table (5.12 )
English learning will make me more liberal in religious affairs (M=3.10), 29 percent of
participants agreed and 13.6 percent strongly agreed with the statement. 14.5 percent of
participants strongly disagreed and 16.4 percent disagreed. The other two statement number 37
(M= 2.0) and 39 (M=2.0) in (Table 5.12) got very low mean score. This reveals that although
the participants identify themselves with the religious or national group, but they have no
problems with English nor do they not find English harmful for their religious or national
identity.
145
Figure 5.9.1 English and local Pakistani outlook
Figure 5.9.2 English and religious affairs
146
Figure 5.9.3 English and Islamic principles
Figure 5.9.4 English and Pakistani nationality
147
In addition to questionnaire data, the interviews explored what, according to students, are the
relationships between learning English and Islamic principles and English learning and
Pakistani identity. Precisely, does learning of English affect Islamic or Pakistani identity?
(1) English learning and Islamic Identity

The data indicate that English learning does not affect Islamic identity. Rather, it helps to
spread message of Islam through powerful medium of English.
The students said,

S2 It dont affect Islam.. Islam is a religion um and English is a language. it doesnt
affect. They dont intermingle and they cant intermingle.
S12 Islam havent said that English learning is bad.. our Prophet (PBUH) said that
learn as many languages as you can so that you can communicate with other people so
Islam does not ignore other languages
S13, S13 well you know that English is international language and take Islam in other
societies it is important to learn English to present our Islam in international
countries..it doesnt affect It is way of communication what to say..I think it is not
taken in negative sense in our religion.
The majority of the students quoted the Prophet Muhammad (PBUH) and said,
S8 Islam emphasis on learning of many languages. Prophet (BPHU) the sahabia
karam were sent to different places and countries to learn different languages so that
Islam could spread in those countries too. If they didnt learn other languages how
could Islam have spread in other countries. I think same is the case with English, I
think English is the most powerful instrument through which Islam can be preached
and it wont affect our religious principles.
(2) English learning and Pakistani Identity
Most surprisingly, the majority of the students felt that English learning does not affect or
change Pakistani identity. As it is perceived in Pakistan, learning English will make students
more western and take them away from their culture. It helps to build Pakistani image. One of
the students said:
S13, national spirit always remains in heart we are Pakistanis we will be Pakistanis..
world is going ahead and we are still behind so we have to do it..It doesnt affect
Pakistani image but English builds Pakistani image rather..we will be known as
Pakistani if we spoke good English.
148
S12 English language changes our thoughts and views and it gives us thought to how
to improve our views and look after views around the world it changes our interior and
exterior and it is positive
The other student is of view that English is an official language in Pakistan and it will not hide
our identity (Interview, S8).
The students are of the view that, though English changes their outlook, this will not change
their Pakistani identity.
S9, If our outlook is different it doesnt mean that we are looking like foreigner or if
we are wearing shalwar kamez it doesnt necessarily mean that we are sindhis or
Punjabis..Language doesnt change our culture or identity at all
S14, our dresses are changing because they want to encourage our mind and our
activity and our personality because if we change our personality our thoughts change
and this change is very positive and I will remain Pakistani I will not change my
Pakistani identity.
5.11
English Class and Use Anxiety
The questionnaire statements number 4, 23, 28 and 32 are multiple items of the English class
and use anxiety in the questionnaire (Appendix-1). Anxiety is very vast term and a subject in
itself. However, for this study, I followed Gardners guidelines in order to be as precise as
possible to study anxiety in field of L2 motivation. According to Gardner (1994: 288),
English use anxiety examines feelings of concern when faced with speaking English outside
the class. On the other hand English class anxiety assesses ones level of apprehension when
called upon to use English during the English activities. As reported in various L2 motivation
studies that anxiety affects students motivation to learn English. I wanted to investigate
whether students have anxiety to use English in classroom and outside. Whether English class
and use anxiety affects students motivation to learn English.
149
Table 5.10 : Mean and SD of English Class and Use Anxiety (N=530)
S.no
23
Statement
I am not as good in English as my other
Mean
Std. Deviation
Rank
3.0887
1.16570
3.0170
2.43434
2.9113
1.35610
I feel shy when I speak English in class
2.8811
1.38689
Overall Mean and SD
2.97
classmates
I get nervous when I speak English with waiting

staff at the multinational restaurants based in
Pakistan such as Pizza Hut or McDonalds
32
I fear that my fellow students would laugh at me If

I made mistakes in English
28
1.05
The students felt that they have anxiety about using English in and outside classroom. This is
the factor which affects students motivation to learn English.
The statement (4) in table (5.10) I am not as good in English as my other classmates
received the mean score (M=3.08). The statement number (23) in table (5.13 ) I get nervous
when I speak English with waiting staff at the multinational restaurants based in Pakistan
such as Pizza Hut or McDonalds got the mean score (M=3.01). The statement number (28) I
feel shy when I speak English in class got the mean score (M=2.88) and the statement number
(32) I fear that my fellow students would laugh at me If I made mistakes in English got the
mean score (M=2.91).
It is clear that they think that they are not as good in English as their other classmates are.
Moreover, the students feel shy in speaking English in class with a fear that other classmates
would laugh at them. This shyness would likely be the reason because of lack of confidence,
low level of proficiency in English. Students also feel nervous to speak in English with the
150
waiting staff when they go out in some multinational restaurant such as Pizza Hut/McDonalds.
Although the waiting staff does not know them personally, students feel nervous to use
English. This normally happens because of students perception of social status in Pakistani
society. The waiting staff is educated and has minimum college level education with good
English language skills who wear smart trousers and shirts with tie and not local Pakistani
shalwar kameez (local Pakistani dress).
Figure 5.10.1 Confidence in English
151
Figure 5.10.2 Shyness in English class
Figure 5.10.3 Fear of making mistakes in English
152
Figure 5.10.4 English use in multinational restaurants in Pakistan
In addition to questionnaire data, the interviews explored why the students have anxiety about
using English in class and outside the classroom. The results indicated that the students have
anxiety about using English. The students said,
S13, emm students have less confidence in English they are shy and they havent
spoken in English in previous years thats why there are shy.
S8 During initial period I never understood and my class fellows laughed at me
S 14 said, Two or more persons talking in English and we cant understand and it is
shameful for us if we cant speak in English.
The words shame and laugh used by students indicate that students have anxiety. If they
made mistakes in English, their fellow students would laugh at them. And, in case they did not
speak or understand English in front of other people, it would be shameful for them.
(a) Political Comrades and Anxiety to Use English
153
In Pakistani universities students unions are run by main stream political parties as well as
nationalists. The members of these parties, known as comrades, are influential because of their
networking with cabinet ministers and policy makers. It is seen that even the university
administration cannot curb their activities to boycott the academic activities on one or other
pretext. These political comrades belonging to one or other linguistic group such as Sindhi or
Urdu, have affiliation with their languages and they prefer to communicate in the local
language and prefer other students to speak in the local language. In addition to which the
common students have to listen to the criticism and taunts by these political comrades. Due to
this the students avoid talking in English outside classroom as one of the students said,
S8, I think whenever anybody speaks in English others, specially comrades will say I
am showing off. Even in class students prefer to remain quiet than to speak English..It
is bad luck
(b) Parents Preference of using mother tongue

Though the parents of the students highly encourage them to learn and use English as
discussed in (Parental Encouragement), it is important to take into account one of the
comments made by the students.
S9 our whole family is from Pakistan and we are sindhis so they think that we should
speak Sindhi
The comment of the student clearly indicates that students speak in his local language out of
respect of his elders who think that they should speak in Sindhi.
The anxiety about
disrespecting elders notion about local language is probably one of the considerations the
students would likely have when using English.
(c) Look like Angrez

The Urdu and Sindhi word Angrez means English. But, in Pakistan the word Angrez is
used for all foreigners who are white. This word is specially used in the context of pre-1947
British India when British ruled the sub-continent. This word is also used for local people in
Pakistan who are inspired by western life style and living standard that make them different
from the local masses.
154
One of the students said,

S11 in our classroom classmates are not doing or talk in English..they always say if
we speak English we will look like Angrez so thats why we are not progressing fast
The words used by students such as shameful showing off laugh with regard to use of
English indicate that students have anxiety about English language use in classroom and
outside.
Part 2 of this chapter investigates differences in students responses in questionnaires 1 and 2

and Interview 1 and 2.
Part 2
5.12 Introduction
The second part of the chapter explores the data to identify any significant differences in
students responses before and after the English language course at university.
N=530
participants who completed the questionnaire-1 in the phase 1 of the study, took part in the
phase-2 of the research and completed the questionnaire-2. In addition, N=15 participants who
were interviewed in the phase 1 of the research were also interviewed after completion of the
questionnaire-2 in phase 2.
5.12.1 Differences in Questionnaire-1 and 2 Data

In order to explore whether there are any significant differences in students motivation to learn
English after attending the English language course at the University, the questionnaire-1 and
2 data were analyzed with the help of following tests:
(1) Correlation test: the relationship between students motivation to learn English in
questionnaire-1 and 2 was measured with Pearsons Product Correlation Coefficientt.
T-test: Mean and SD scores of the motivational items in questionnaire-1 and 2 were
compared using the paired-sample t-test.
155
5.12.2 Correlation test (Pearsons Product Moment Correlation Coefficent)

The Pearsons Product Moment Correlation Coefficient was applied to the questionnaire 1 and
2 items to see whether students responses have any relationship with each other. This helps
the researcher to see whether there is small, medium or high correlation between questionnaire
1 and 2 items.
5.12.3 Integrative Motivation

The data in the table 5.13.1 indicates that there is a significant relationship between Pre integrative responses and Post - integrative responses (r = 0.638, df = 530, p < 0.01). The
strength of relationship or consistency of responses over time is high. Students with higher pre
integrative motivation score have higher post integrative motivation score. It is clear from
the data in table 5.13.1 that there is a significant correlation between questionnaire-1 and 2
items for integrative motivation. It can be said that the items relating to integrative motivation
mostly agreed in the questionnaire-1 mostly agreed in the questionnaire-2 and items which
were mostly disagreed in the questionnaire-1 also mostly disagreed in the questionnaire-2.
Table 5.13.1 Correlation between Pre and Post Integrative Motivation
Pearson Correlation
PreIntegrative
PostIntegrative
.638
Sig. (2-tailed)
N
**
.000
530
Pearson Correlation
.638
Sig. (2-tailed)
.000
530
530
**
530
**. Correlation is significant at the 0.01 level (2-tailed).
5.12.4 Instrumental Motivation

As in the table 5.13.2 there is a significant relationship between Pre - instrumental responses
and Post instrumental responses (r = 0.645, df = 530, p < 0.01). The strength of relationship
or consistency of responses over time is high. Students with higher pre instrumental score
have higher post instrumental score. It is clear from the data in table 5.13.2 there is a
156
significant correlation between questionnaire-1 and 2 items for instrumental motivation. It can
be said that the items relating to instrumental motivation mostly agreed in the questionnaire-1
also mostly agreed in the questionnaire-2 and items that were mostly disagreed in the
questionnaire-1 were also mostly disagreed in the questionnaire-2
Table 5.13.2 Correlation between Pre and Post Instrumental Motivation
PreInstrumental
Pearson Correlation
PostInstrumental
.645
Sig. (2-tailed)
N
Pearson Correlation
**
.000
530
530
**
.645
Sig. (2-tailed)
.000
530
530
5.12.5 Parental Encouragement

The data in the table 5.13.3 indicate that there is a significant relationship between Pre
parental encouragement responses and post parental encouragement responses (r = 0.634, df
= 530, p < 0.01). The strength of relationship or consistency of responses over time is high.
Students with higher preparental encouragement score have higher post parental
encouragement score. It is clear from the data in table 5.13.3 there is a significant correlation
between questionnaire-1 and 2 items for parental encouragement. It can be said that the items
relating to parental encouragement mostly agreed in the questionnaire-1 also mostly agreed in
the questionnaire-2 and items that mostly disagreed in the questionnaire-1 were also mostly
disagreed in the questionnaire-2.
Table 5.13.3 : Correlation between Pre and Post Parental Encouragement
Pearson Correlation
PreParentalEnco
PostParentalEncour
uragement
agement
1
Sig. (2-tailed)
N
Pearson Correlation
.634
**
.000
530
530
**
.634
Sig. (2-tailed)
.000
530
530
157
5.12.6 English Teacher Specific Motivational Component

The data in the table 5.13.4 show the significant relationship between pre English teacher
specific motivational component responses and post English teacher specific motivational
component responses (r = 0.550, df = 530, p < 0.01). The strength of relationship or
consistency of responses over time is high. Students with higher pre English teacher specific
motivational component score have higher post English teacher specific motivational
component score. It is clear from the data in table 5.13.4 there is a significant correlation
between questionnaire-1 and 2 items for English teacher specific motivational component. It
can be said that the items mostly agreed in the questionnaire-1 were also mostly agreed in the
questionnaire-2 and items that mostly disagreed in the questionnaire-1 also mostly disagreed
in the questionnaire-2.
Table 5.13.4 Correlation between pre and post English teacher specific
PreEnglishTeache
PostEnglishTeacher
r
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
.550
**
.000
530
530
**
.550
Sig. (2-tailed)
.000
530
530
5.12.7 English Course Specific Motivational Component
The data in the table show the significant relationship between pre English course specific
motivational component responses and post English course specific motivational component
responses (r = 0.475, df = 530, p < 0.01). The strength of relationship or consistency of
responses over time is medium. Students with medium pre English course specific
motivational component score have medium post English course specific motivational
component score. It is clear from the data in table there is a significant correlation between
questionnaire-1 and 2 items for English course specific motivational component.
158
Table: English Course specific Motivational Component

PreEnglishCourse
PostEnglishCours
e
PreEnglishCourse
Pearson Correlation
.475
Sig. (2-tailed)
.000
N
PostEnglishCourse
**
Pearson Correlation
530
530
**
.475
Sig. (2-tailed)
.000
530
530
5.12.7 Identity and English learning

There is a significant relationship between pre identity and English learning responses and
post identity and English learning responses (r = 0.598, df = 530, p < 0.01). The strength of
relationship or consistency of responses over time is high. Students with higher pre identity
and English learning score have higher post identity and English learning score. It is clear
from the data in table 5.13.5 there is a significant correlation between questionnaire-1 and 2
items for identity and English learning responses. It can be said that the items mostly agreed in
the questionnaire-1 were also mostly agreed in the questionnaire-2 and items that were mostly
disagreed in the questionnaire-1 also mostly disagreed in the questionnaire-2.
Table 5.13.5 Correlation between Pre and Post Identity and English learning
Pearson Correlation
PreIdentity and
Post Identity and
English learning
English learning
Sig. (2-tailed)
N
Pearson Correlation
.598
**
.000
530
530
**
.598
Sig. (2-tailed)
.000
530
530
159
5.12.8 English Class and Use Anxiety

There is a significant relationship between pre English class and use Anxiety responses and
post English class and use Anxiety responses (r = 0.555, df = 530, p < 0.01). The strength of
relationship or consistency of responses over time is high. Students with higher pre English
class and use Anxiety score have higher post English class and use Anxiety score. It is clear
from the data in table (5.13.6 ) there is a significant correlation between questionnaire-1 and 2
items for English class and use Anxiety responses. It can be said that the items mostly agreed
in the questionnaire-1 for this factor were also mostly agreed in the questionnaire-2 and items
that were mostly disagreed in the questionnaire-1 also mostly disagreed in the questionnaire-2.
Table 5.13.6 Correlation between Pre and Post English Class and Use Anxiety
Pre Anxiety
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Post Anxiety
.555
**
.000
530
530
**
.555
Sig. (2-tailed)
.000
530
530
5.13 Paired-Sample t-test

In order to explore differences between mean scores of the motivational items in questionnaire
1 and 2 of (n=530) participants, paired sample t-test was used. Paired-sample t-test is used to
compare the means of the same group of persons at two different occasions (Brace, 2003;
Pallant, 2005). In this research 530 participants were asked to complete a questionnaire at two
different occasions at the beginning of the English course and at the end of the English
language course at University.
160
Table 5.14 showing mean and standard deviation of Pre and Post Motivation Items
(N=530)
Motivational Components
Pair 1
Pair 2
Pair 3
Pair 4
Pair 5
Pair 6
Mean
Std. Deviation
Std. Error Mean
Pre Integrative
3.4604
.68598
.02980
Post Integrative
3.4151
.71494
.03106
Pre Instrumental
3.7846
.64161
.02787
Post Instrumental
3.7484
.66724
.02898
Pre Parental Encouragement
3.0245
.49123
.02134
Post Parental Encouragement
3.0085
.52337
.02273
Pre English Course
3.3994
.47178
.02049
Post English Course
3.4214
.48209
.02094
Pre English Teacher
4.2071
.57551
.02500
Post English Teacher
4.1991
.65561
.02848
Pre Identity and English learning
2.3528
.77735
.03377
Post Identity and English
2.4162
.75765
.03291
2.9745
1.05924
.04601
2.8953
.98374
.04273
learning
Pair 7
Pre English class and use

Anxiety
Post English class and use
Anxiety
161
Table 5.14.1 Paired Sample t-test for Pre and Post Motivational Items (N=530)
Paired Differences
Mean
df
Sig.
Std.
Std. Error
95%
(2-
Deviatio
Mean
Confidence
taile
Interval of the
d)
Difference
Pair 1
Pre Integrative
.04528
.59623
.02590
Lo
Uppe
wer
.0961
1.7
.00
48
.0832
1.5
Post
.01
09
Instrumental
092
-
.0531
.84
Encouragement
.02
Post Parental
107
.0197
Course Post
.06
1.0
English Course
373
Post Integrative
529
.081
529
.132
529
.396
529
.030
529
.754
529
.035
529
.050
559
Pair 2
Pair 3
Pre Instrumental
Pre Parental
.03616
.01604
.55177
.43489
.02397
.01889
Encouragement
Pair 4
Pair 5
Pre English
Pre
-.02201
.00802
.48894
.58841
.02124
.02556
36
.0582
.31
EnglishTeacher
.04
Post
219
English learning-
.12
.0046
2.1
Post Identity and
217
19
.1616
1.8
class and use
.00
89
Anxiety Post
317
EnglishTeacher
Pair 6
Pre Identity and
-.06340
.68881
.02992
English learningPair 7
Pre English
.07925
.96579
.04195
English class
and use Anxiety
162
5.13.1 Integrative Motivation

5.13.1.1 Alternate Hypothesis (H1)
There is a significant difference between the mean scores of the integrative motivation before
and after the English language course at university.
5.13.1.2 Null hypothesis (Ho)
There is no significant difference between the mean scores of the integrative motivation before
and after the English language course at university.
H0: 1 = 2
H1: 1 2
Where 1 represents the mean scores of pre integrative motivation,
And 2 represents the mean scores of post integrative motivation,
Level of Significance: = 0.05
In Table 5.14.1 Pair-1 shows the mean and standard deviations for the pre and post integrative
motivation followed by the value of difference between the means. It is clear from the table
5.14.1 that for N=530 the average score in pre integrative motivation is 3.460 with a standard
deviation of 0.685. While the averagescore in post integrative motivation is 3.415 with
standard deviation of 0.714.
The values [t=1.748, Sig (2-tailed)=0.081] in table 5.14.1
indicate that the significance value is greater than the value of 0.05.
Therefore, the null hypothesis may be accepted and alternate hypothesis may be rejected,
concluding that there is no statistically significant difference between the mean scores in pre
and post integrative motivation in students.
5.13.2 Instrumental Motivation

There is a significant difference between the mean scores of the Instrumental motivation
before and after the English language course at university.
163

There is no significant difference between the mean scores of the instrumental motivation
H0: 1 = 2
H1: 1 2
Where 1 represents the mean scores of pre instrumental Motivation,
And 2 represents the mean scores of post instrumental Motivation,
In Table 5.14.1 Pair-2 shows the mean and standard deviations for the pre and post
instrumental motivation followed by the value of difference between the means. It is clear
from the table 5.14.1 that for N=530 the average score in pre instrumental motivation is 3.784
with a standard deviation of 0.641. While the average score in post integrative motivation is
3.748 with standard deviation of 0.667. The values [t=1.509, Sig (2-tailed)=0.132] in table
5.14.1 indicate that the significance value is greater than the value of 0.05.
and post Instrumental motivation in students.
5.13.3 Parental Encouragement

There is a significant difference between the mean scores of the parental encouragement
There is no significant difference between the mean scores of the parental encouragement
H0: 1 = 2
H1: 1 2
164
Where 1 represents the mean scores of pre parental Encouragement,

And 2 represents the mean scores of post parental Encouragement,
In Table 5.14.1 Pair-3 shows the mean and standard deviations for the pre and post parental
encouragement followed by the value of difference between the means. It is clear from the
table 5.14.1 that for N=530 the average score in pre parental encouragement is 3.024 with a
standard deviation of 0.491. While the average score in post parental encouragement is 3.0085
with standard deviation of 0.523. The values [t=0.849, Sig (2-tailed)=0.396] in table 5.14.1
indicate that the significance value is greater than the value of 0.05.
and post Parental Encouragement in students.
5.13.4English Course Motivational Component

There is a significant difference between the mean scores of English course motivational
component before and after the English language course at university.
There is no significant difference between the mean scores of the English course motivational
component before and after the English language course at university.
H0: 1 = 2
H1: 1 2
Where 1 represents the mean scores of pre English course motivational component
And 2 represents the mean scores of post English course motivational component
In Table 5.14.1 Pair-4 shows the mean and standard deviations for the pre and post English
course motivational component followed by the value of difference between the means. It is
165
clear from the table 5.14.1 that for N=530 the average score in pre English course motivational
component is 3.399 with a standard deviation of 0.471. While the average achievement score
in post English course motivational component is 3.421 with standard deviation of 0.471. The
values [t=-1.036, Sig (2-tailed)=0.030] in table 5.14.1 indicate that the significance value is
less than the value of 0.05.
Therefore, the null hypothesis may be rejected and alternate hypothesis may be accepted,
concluding that there is statistically significant difference between the mean achievement
scores in pre and post English Course Motivational Component in students.
5.13.5 English Teacher Specific Motivational Component

There is a significant difference between the mean scores of English teacher specific
motivational component before and after the English language course at university.
There is no significant difference between the mean scores of the English teacher specific
motivational component before and after the English language course at university.
H0: 1 = 2
H1: 1 2
Where 1 represents the mean t scores of pre English teacher specific motivational component
and 2 represents the mean scores of post English teacher specific motivational Component.
teacher specific motivational component followed by the value of difference between the
means. It is clear from the table 5.14.1 that for N=530 the average score in pre English teacher
specific motivational component is 4.207 with a standard deviation of 0.575. While the
average score in post English teacher specific motivational Component is 4.199 with standard
deviation of 0.655. The values [t=0.314, Sig (2-tailed)=0.754] in table 5.14.1 indicate that the
significance value is greater than the value of 0.05.
166
and post English Teacher Specific Motivational Component in students.
5.13.6 Identity and English learning

There is a significant difference between the mean scores of identity and English learning
There is no significant difference between the mean scores of identity and English learning
H0: 1 = 2
H1: 1 2
Where 1 represents the mean scores of pre identity and English learning
And, 2 represents the mean scores of post identity and English learning
In Table 5.14.1 Pair-6 shows the mean and standard deviations for the pre and post identity
and English learning followed by the value of difference between the means. It is clear from
the table 5.14.1 that for N=530 the average score in pre identity and English learning is 2.352
with a standard deviation of 0.777. While the average scores in post identity and English
learning is 2.416 with standard deviation of 0.757. The values [t=-2.119, Sig (2-tailed)=0.035]
in table 5.14.1 indicate that the significance value is less than the value of 0.05.
concluding that there is statistically significant difference between the mean scores in pre and
post Identity and English learning in students.
167

There is a significant difference between the mean scores of English class and use Anxiety

There is no significant difference between the mean scores of English Class and Use Anxiety
H0: 1 = 2
H1: 1 2
Where 1 represents the mean scores of Pre English Class and Use Anxiety
And, 2 represents the mean scores of Post English Class and Use Anxiety
Class and Use Anxiety followed by the value of difference between the means. It is clear from
the table 5.14.1 that for N=530 the average score in pre English Class and Use Anxiety is
2.974 with a standard deviation of 1.059. While the average scores in Post English Class and
Use Anxiety is 2.895 with standard deviation of 0.983.
The values [t=-1.89, Sig (2-
tailed)=0.050] in table (5.14.1 ) indicate that the significance value is equal to the value of
0.05.
concluding that there is statistically significant difference between the mean scores in pre and
post English Class and Use Anxiety in students.
168
5.14 Background Data of Questionnaire-2

The following graphs show that after taking English language course at the university the
majority of the students felt that the English language course at the university has helped them
to learn English effectively.
Post Test _ Progress after completion of English course

250
Frequency
200
150
100
50
0
Not al all
Not really
so_so
Quite a lot
Very much
Post Test _ Progress after completion of English

course
__
Figure 5.15 Progress after completion of Course
169
Post Test_Overall progress of course at

university
300
Frequency
250
200
150
100
50
0
Not al all
Not really
So_so
Quite a lot Very much
Post Test_Overall progress of course at

university
Figure (5.15.1): Bar Chart of Progress in English Course
The students graded their English proficiency in individual English language skills as in
following graphs.
Figure (5.15.2): Bar Chart Writing Skills
170
The majority of the students felt that they have made progress in speaking, reading and
listening skills after attending the English language course at the university. However, the
students felt that they have not made progress in writing skills.
Figure (5.15.3): Bar Chart Speaking Skills
Figure (5.15.4): Bar Chart on Speaking Skills
171
Figure (5.15.5): Bar Chart on Reading Skills
Due to the progress they have made in English after attending the English language course at
the university the students felt that they would continue taking English courses in future too.
The type of courses they wished to take is writing, IELTS, TOEFL and GRE type. This is due
to the fact that these kind of English tests are requirement to get scholarships and study in the
technologically advanced countries such as UK, USA and Canada.
Figure (5.15.6): Bar Chart English learning in future
172
The students felt that they have made progress in English language and they are satisfied with
their overall progress in English after attending English language course at university. They
also graded their English language skills according to which they have made progress in
reading, speaking and listening. However, the students felt that they have not made progress in
writing skill.
5.15
Interview Data
5.15.1 Students views about their English learning after completing Course
N=15 students who took part in interview-1, participated in interview-2 to have further
insights on the questionnaire-2. The students were asked how they felt about their overall
English learning at university when they entered the course to now when they have finished
the English course. The majority of the students felt that they have improved and learned
English language at university. They students felt that before taking English course at
university they felt that English learning is difficult but now it is easier for them to learn it.
This is due to the fact that the English language subjects in school and college are based on
literature where students have to give central idea of the poetry or explain verses or answer
questions based on prose lessons. In addition the students have to translate sentence from L1
to L2 and vice versa. The students said,
S8: there are two different experiences my past which was very boring and not useful
and now at the university. Here at the university the teachers are very competent and
they wish that students should cooperate with them.This course was very beneficial
for us we have tried a lot...but we havent got full benefit of it. Teacher was very
cooperative and she was already very happy to help us and we were lazy.. there are
very major improvement present in us....in every class there was new thing for us to
improve our English.
S9: when I entered the university I thought my English was not good but now I feel I
have improved I can write letter paragraph prcis in proper way many more things
about English before this...Before university I didnt have language power
One of the students was of the opinion that English was very difficult subject before attending
English course at university but later he realized that it easier for him to understand and learn
it.
173
S12: actually I had some views about learning English that it was very difficult
language but now when I have finished my course I thought that it is not difficult it has
become easier for me to understand and learn it and I have learned more in
comparison when I entered
The students also told what problems they had in English before entering the university course
S13: well when first time when I came to university I had many problems regarding
English I lacked vocab and lack of confidence speaking and writing but I took my
English course I got confidence and regarding grammar vocab pronunciation, reading
writing and everything was helpful
Two of the students, who came from the private school and learned English from kindergarten
to college, felt that they have not made any progress. In the private schools such as
Beaconhouse or City School, English courses are based on Oxford or Cambridge systems
which help students to learn English effectively. These students had exposure to the English
courses offered at the university in school and college. This is why they probably did not find
the course useful or made no progress.
S4 sir I cant find any progress in language I havent made any progress I wont say
it is good or bad I think I belong to private background and it is government
background other students are from government thats why I think I dont think there is
any progress
S2 for me it is the same experience as I was as I am. No change.
5.15.2 Change in Students views about English learning

The students were asked whether they found any change in their views about English learning
after attending the English course at university. The majority of students felt that their views
about learning English have changed due to the fact they have made progress after attending
the English language course.
The students felt,

S3: Yes I found some of changes I have improved myself I have built confidence now I
am crazy after learning English before I used to think ok I have to learn English..I feel
good to speak English.
174
S5: Yes sir..Things are changing..it is most important..sir after this course I have
come to realize that English is the most important.
S8 my views about my past learning are the same but now the way mam Rosy has
taken our classes I dont know about other teachers but my views are completely
changed because of this course. Our speaking our writing and letters application have
been improved and it has offered positive change.
S9 Yes sir I have changed myself although first of all my vocabulary was not good so I
improvedSir my views changed because before taking this course I thought that
English was not necessary and it is just a paper that we need to pass but now I think it
is something beyond that something we are going to need in sphere of life.
S13 Yes of course I thought that English looks like difficult language to learn but then
teacher made it very comfortable for us and it became easy..yes it is not difficult at all
.Regarding English when you come across people speaking looks difficult but by
practicing with English folks or friends it becomes easy...this change has taken place
and I speak confidently.
S10 Changes were that I thought the English should be in all eight semesters and it is
language of engineers and it is only present in one semester and it is vast subject and
we whatever we do but still we need to learn.
The students views changed after taking English language course. At the start of the English
language course they thought that English is difficult to learn. After taking English language
course they are of view that English is easy to learn. Because of this they want to have more
English classes during their undergraduate studies. This is because they felt that the tasks in
class are useful for them. The role of teacher was very vital. The students felt that the teachers
made tasks easier and useful for everybody.
5.16 Summary
The questionnaires and interview tools used in this study attempted to measure students
responses on 07 motivational factors (1) Instrumental Motivation (2) Integrative Motivation
(3) Parental Encouragement (4) English course motivational components (5) English Teacher
specific motivational components (6) English class and use anxiety and (7) Identity and
English learning. In addition, the interview data have been linked to have further illustrative
insights on the questionnaire data. The comparison of responses of the students in both
questionnaires 1 and 2 and interviews 1 and 2 seemed to show high consistency in responses
in both questionarie-1 and questionnaire-2. The students who strongly agreed with the items in
175
questionnaire-1 strongly agreed in questionnaire-2 and the ones strongly disagreed in

questionnaire-1 strongly disagreed in questsionnaire-2.
It appears that the students motivation for learning English is both instrumental and
integrative. The instrumental purposes for learning English are related to acquiring scientific
knowledge and becoming a successful engineer. The integrative motions are related to
becoming part of Pakistani engineering community or indigenous Pakistani community who
speaks English. The parents, teachers and English course are also other sources for students
motivation for learning English. The comparison of mean scores of questionnaire-1 and 2
suggest that students motivation change over the period of the English course.
The changes which have emerged because of the English language suggest that the English
course has been source of motivation for the engineering university students to learn English.
The Process model of motivation claims that motivation changes over the period of time.
These changes occur when the students came to university. They had high expectations of the
English language course and their choice of action was that they are prepared for the English
language course. This confidence in the English language course helped them to adopt a more
positive approach towards the process of learning. They were aware what are their weaknesses
and how are they progressing. They sustained their efforts and continued which helped them
to progress well in the English language.
Students learning experience was fun and interesting because the tasks in the English course
were quite relevant and helped them to use English in their daily life. This interest, according
to Drnyei and Ott (1998), depends on many factors including quality of learning experience,
peers influence and goal structure (cooperative, individualistic). The English course provided
students with tasks that encouraged them to do work in pairs and groups. This positive nature
of learning experience seems to be the motivating force to sustain the effort of learning
English until the end of course.
The next chapter discusses and evaluates the results presented in chapter 5 in relation to the
research questions (RQs) and the literature review in chapter 3.
176
Chapter 6
Discussion
6.1 Introduction
This chapter discusses and evaluates the results presented in chapter 5 in relation to the
research questions (RQs) and the literature review in chapter 3. The main objectives of this
research study were to find out what factors motivate the engineering university students in
Pakistan to learn English and investigate the motivational change in students over the period
of the English language course at university.
6.2 ( RQ1) What factors motivate the Engineering university students in Pakistan to
learn English?
The background discussion in chapter 2 and literature review in chapter 3 led to the view that
there would be 7 main areas to investigate.
6.2.1. Integrative Motivation
The results in the current study reveal that the traditional concept of integrativeness can be
partially accepted because the students wish to know about English speaking people better,
however, the students, by no means would like to be identified or like to be like L2 speakers
(Chapter 05). The partial disagreement with Gardners (1985) concept of integrativeness was
further investigated following Lamb (2007: 247) who suggested in his study on Indonesian
English learners that the Gardners traditional concept of integrativeness needs to be revisited
in contexts of learning in non-Anglophone countries of English. Lamb (2007: 247) is of view
if the language learners relate English to the international community, it would be irrelevant
for learners to have a positive attitude for any native English speaking country.
New perspectives on the concept of integrative motivation in relation to English as a global

language is supported by this data. The students want to be part of the indigenous Pakistani
community whose members speak English. This contradicts to Mansoors (2005: 314)
findings on Pakistani students motivation according to which the integrative reason living
and behaving like English speaking Pakistanis got the lowest score from students.
Professionally, the students think that English is the language of the Pakistani Engineering
community and to be part of the Pakistani Engineering community, they learn English.
177
6.2.2
Concept of Integrativeness
The current study suggests that the engineering university students have both old and new
perceptions of integrative motivation. The students would like to know about English people
better, but the students discredit the thought that they learn English so that they become or like
British/Americans. They learn English in a hope that they would become dual national like
British or American Pakistanis or they learn English to be part of Pakistani Engineering
community. Even if the students wish to travel or emigrate abroad, they would like to be part
of an L2 setting in UK/USA where British or American Pakistanis have their own community.
6.2.3
Instrumental Motivation (Pragmatic reasons and Incentive values)
As discussed in Chapter 3, after integrative motivation, the instrumental motivation factor has
been widely researched factor in L2 motivation research. This is because English is now so
widely spoken and understood across the world that the non-native speakers of English are
more in number in comparison with the native English speakers. Gardners research on
integrativeness was based on the premise that the socio-linguistic conditions in Canada were
relevant for integrative motivation. The old concept of the instrumentality views in Gardners
instrumental and integrative distinction focused on jobs prospects which of course are not
relevant in the case of children learning English as reported in Drnyeis study on young
learners in Hungary (Drnyei, 1994). Drnyei and Kormos (2000) and Drnyei (2003a)
investigated a different sample in Hungary and concluded that the traditional instrumental
label was not complete to define pragmatic or practical reasons for learning a second
language. There is range of other incentives as well such as travelling, making friend abroad
or understanding English songs (ibid, 1994). The new label was used incentives values by
Drnyei for the instrumentality. My research, therefore, found the instrumental motivation in
wider aspects with both pragmatic reasons as researched by Gardner (job and place in
education) and Drnyeis incentive value (acquiring engineering knowledge, watch movies
and read novels, social status) as Csizer and Drnyei (2005: 21) redefine instrumentality
concerned the pragmatic incentives that are usually associated with the concept, as well as
importance of the particular L2 in the world and the contribution its proficiency makes to
becoming an educated person.
178
The results in this study are aligned to Drnyeis definition of instrumental motivation
focusing on practical incentives and proficiency of English leading to an educated person
and Gardners pragmatic reasons such as a job. This shows that the engineering students
perceive their professional success and growth as an Engineer with English language learning.
Among the range of incentives for learning English, travelling (pragmatic reasons) and the
contribution made by proficiency of English language in becoming educated and socially
respected person, are another part of instrumental motivation. Kachru 1992) noted that Indian
English is but one example of a variety of Englishes, which can be acquired very successfully
for instrumental purposes alone. Xin (2008) also says that English in China is seen a sa means
for upward social mobility.
6.2.3.1 Parental Encouragement

In Pakistani society, specifically in province Sindh, parents role in students is pivotal in all
spheres of life. English is no exception. It is interesting to note that parents highly encourage
their children to learn English because they themselves are aware that English is a sign of
reputation and respect in the community. The parents are not necessarily fluent in L2 but
despite that they encourage their children to learn English. This can be supported with
Bartrams (2006) investigation into parental influence in three countries England, Germany
and Netherlands. N=400 students of French, German and English. The parental influence was
found to be there in different ways (Zhu, 2007) . Bartram (2006, in Zhu, 2007) found that
despite the low proficiency of parents L2, they positively affected their children regarding
successful communication. This was a positive influence caused by practical help (ibid.). The
results of the current study are also aligned to Gardners (1999, in Drnyei, 2005: 22) research
according to which the parent support is related to learners attitude towards the learning
situation and language effort. Interestingly, the results show that the students learn English not
only for their own good, but they put effort to learn it so that their parents could feel proud in
Pakistani society.
179
6.2.3.2 Addition of factor Grandparents in Significant others

The role of significant others with special reference to grandparents of students is important
to be taken into consideration in Province Sindh. The family hierarchy holds grandparents on
high esteem in Sindh. Most often the grandparents chair the family gatherings and their words
are accounted to wisdom earned through experience from past and all years lived. What they
advise or what they think, is normally executed without further debate or question. This is
because, questioning parents in general and grandparents specifically, is not a norm.
Following this assumption in my local context, I extended the research to include the role of
grandparents in their grandchildrens learning English language or whether grandparents
motivate students to learn English or stop them from learning English on the assumption that
English learning is sign of following British colonial pre -1947 values and therefore
grandparents ask students parents to discourage them from learning English.
The L2 motivation researchers have discussed Significant others important others and
valued others in motivation for learning L2 (Drnyei, 2005; Gardner, 1985). These include
parents, teachers and peers. The literature however does not cover grandparental role which
is an important dimension to investigate in Pakistani context. It investigates whether or not
grandparents have any influence on students motivation to learn English in Pakistani context.
The results indicate that grandparents do not discourage the parents from students interest in
learning English. The majority of the students felt that their grandparents felt happy and
always encouraged them to learn English. In contrast, one of the students said that all other
relatives in family encourage him to learn English except the grandparents. They rather
encourage him to use Sindhi as their whole family is from Pakistan. There is strong regional
pride and historical memory. The other student said if the grandparents still have views that
British were their Masters before 1947, it is their personal thought and it is likely that their
views will change gradually. However, the assumption cannot be discredited altogether and it
is still arguable that the grandparents motivate students to learn English or not.
6.2.4 English Course specific motivational component

The students in this study feel positive about learning English because they find the tasks in
the English course meet their needs of learning English and these tasks help students to use
180
English in daily life. The tasks facilitate students satisfaction and students feel that they are
learning something. Because of students involvement and interest, they do their homework
and think that they should have more English classes than they are having now. Interestingly,
the students think that they would have taken this course even if the course was not
compulsory.
Though the students were interviewed for the phase-1 of the research in the second and third
week of the English language course at the university they found the English course and class
useful. They felt that the course provides interactive tasks which are done in groups and pairs.
The students not only did their tasks but also their assignments. The tone of the students in
interview gave an impression that the fulfillments of the assignment or achieving tasks in
English class were enjoyable activities to them which, unlike their mainstream engineering
subjects, were not burdensome.
6.2.5 English Teacher Specific Motivational Components

The results of this study show that the engineering students of the university in province
Sindh, get motivation from their teachers to learn English. In Pakistani society the students
respect their teachers like their parents. This is indicated in the results that teachers teach
English like their parents taught them their mother tongue. They think that English teachers
facilitate tasks and make them relevant for every student and help to make students
autonomous learners. The English teachers are friendly and not dominating or assertive. Their
relationship with students is kind and accepting so that the students can get along well with
them. Results show that English teachers are friendly with students and they have social
interaction with students outside classroom as well. This is unlike teachers of other subjects in
Pakistan. This behavior reassures the students that the teacher really wants them to succeed.
Moreover, the English teacher gives motivating feedback which according to students is
useful.
6.2.6 Identity and English language learning

Pakistan got freedom from British in the name of creating a separate nation for the Muslims of
the subcontinent. Therefore the name of the country is the Islamic Republic of Pakistan. At
181
the beginning, the Muslim scholars gave fatwas against learning of English with the thought
that it will make people liberal and they will act against community values Islamists. On the
other hand, there were other Muslim liberal freedom fighters such as Sir Syed Ahmed Khan,
who thought that Muslims should learn English and get education so that they could progress.
Following this proposition, I wanted to investigate in my sample what is students motivation
to learn English when they think of Islam and Pakistan. More precisely, does fear of losing
Islamic or Pakistani identity affect motivation for learning English or do students have fear
that learning English would affect their motivation for learning English?
The results show that the learning of English does make students liberal, but this liberalism is
in lines with the thought of Sir Syed Ahmed Khan, who, being liberal Islamist, encouraged
and made people aware of learning of English for progress. This reveals that although the
participants identify themselves with the religious or national group, they have no problems
with English or they do not find English harmful for their religious or national identity.
6.2
(RQ2) Is there any motivational Change in students after completion of English

language course at University?
Although there is statistically no significant difference between students questionnaire

responses in most of the factors, this section tries to trace changes in students responses on an
individual item basis in questionnaires, background questions and interview data.
Change in Motivation to learn English

6.3.1 Change 1:
After completion of the English course at university the students agree more that they wish to
learn English so that they can mix comfortably with American or British Pakistanis based in
Pakistan.
6.3.2 Change 2:
The students agree less that they wish to learn English so that they can know English speaking
people better.
6.3.3 Change 3:
The students agree more positively towards learning; that they wanted to learn English to
watch movies and read novels.
182
6.3.4 Change 4:
The students agree more that their parents buy them CDs and English books so that they
remain in touch with English in their leisure time.
6.3.5 Change 5:
The students agree more what they learn in English class helps them to use English in daily
life
6.3.6 Change 6:
The students agree less that they do their English assignments or homework.
6.3.7 Change 7:
The students agree more that they wanted to have more English classes than they are having
now.
6.3.8 Change 8:
The students agree more that their English teacher tries to make tasks relevant for every
student.
6.3.9 Change 9:
The students agree less that they are not as good in English as their other classmates
6.3.10 Change 10:
The students agree less that they get nervous when they speak English with the waiting staff
at the multinational restaurants based in Pakistan such as Pizza Hut or McDonalds.
6.3.11 Change 11:
The students agree less that they feel shy when they speak English in class
6.3.12 Change 12:
The students agree less that they fear that their fellow students will laugh at them if they made
any mistake in English
6.3.13 Changes in Beliefs about English learning

The findings showed that at the beginning of the English language course at the university the
students felt that they are ready to take university English course. After completion of English
language course at university, they seem to feel that they had made progress.
The students in my sample were also aware of the problems or weaknesses they felt they had
in English. They were aware of the problems involved in language learning and commented
with confidence what exactly they needed to learn and how have they been progressing. A
183
majority of the students felt when they entered the university they had many problems in
learning English. They lacked vocabulary and confidence in speaking and writing. After
taking the English course at the university they have become confident in using correct
grammar, vocabulary and writing letters and paragraphs. The students were aware if they
acquire vocabulary through the tasks or classroom activities they are going to speak or write
confidently. In addition, they needed to improve their presentation skills which will likely help
them in job and they seemed to improve this skill during the English language course at
university. In addition, the students appreciated the fact that English is as important as other
engineering subjects. This awareness of the importance of learning English is based on the
factor that without English learning the students cannot be good engineers or acquire
engineering knowledge. This awareness in their English learning is a motivating factor to
acquire the skills they needed to, such as vocabulary, speaking with confidence and writing
letters.
When the students entered the university they thought that English was difficult language to
learn. This is in line with Laus (2009) study on Macau tertiary students who felt that English
was a difficult language to learn. However, after attending the English language course at
university, the students felt that English learning has become easier for them and it is no more
difficult. This change in students views was the result of the appropriateness of tasks and the
way the teacher presented it in the class. The students learned English in groups and pairs and
not through traditional lecture methods. The teacher always encouraged students to learn
English and she always rewarded them when the students made good progress in English. It
can also be argued that the students found learning English more comfortable because they
found the English teacher supportive and not dictatorial, whm they got along well with
throughout the English course.
The interesting point regarding change in students after taking English language course is that
almost all the students wished to take further English language courses. This is due to the fact
that students felt that they have improved in speaking, listening and reading. This achievement
was a likely factor that enhanced students motivation to learn English and take further
courses. However, they still felt that they have to work on their writing skills. This is the
reason most of the students wished to take future courses on writing.
184
6.4 (RQ3) What are students perceptions about this motivational change?
As explained in the RQ2, the students motivation towards learning English in specific aspects
changed after taking the English course at the university and this change is positive. Further,
the data indicates that the factors that can be associated with this motivational change are (1)
English Course Specific Motivation Component (p<0.035) and (2) English Classroom and use
anxiety (p<0.05) . The English language course helped the students to achieve their target,
that was improving speaking, listening, reading and writing skills through activities and useful
tasks offered by the English language course. The English language course enhanced students
motivation to learn English and students felt that their overall English learning experience was
pleasant and the tasks were useful and relevant. It is likely that because of a good English
learning experience, the students seem to have overcome their English classroom and use
anxiety. They tended to agree less that they are shy in speaking English with confidence in
front of their peers or they are not as good in English as their other classmates are or if they
made mistakes in English their classmates would laugh at them.
6.4.1 English Language Course Specific Motivational Component

Chambers (2001: 08) is of the view that the course specific motivational components impact
on the whole English teaching learning process such as syllabus, teaching material, teaching
method and learning activities. The important motivational component for students is whether
the course helps to develop students sense of participation in the tasks through group and pair
work and whether the activities are matched with difficulty of tasksto students abilities and
whether or not the course increase students expectancy of task fulfillment and celebrations of
success (ibid, 2001: 09).
The students in this study seem to be quite confident about the English language course and
the opportunity to participate in the tasks. These tasks according to students are from real life
situations which help them to learn English effectively. The tasks facilitate students
satisfaction and students feel that they are learning something. Because of students
involvement and interest, they do their homework and think that they should have more
English classes than they are having now. Interestingly, the students think that they would
have taken this course even if the course was not compulsory.
185

According to Gardner (1994: 288) English use anxiety examines feelings of concern when
faced with speaking English outside the class. On the other hand English class anxiety
assesses ones level of apprehension when called upon to use English during the English
activities. As reported in various L2 motivation studies that anxiety affects students
motivation to learn English, I wanted to investigate whether students have anxiety to use
English in classroom and outsideand whether English class and use anxiety affects students
motivation to learn English.
At the beginning of the English language course the students felt that they are not as good in
English as their other classmates are. Moreover, the students felt shy in speaking English in
class with a fear that other classmates would laugh at them. This shyness would likely because
of lack of confidence, low level of proficiency in English. Students also felt nervous to speak
in English with the waiting staff when they go out in some multinational restaurant such as
Pizza Hut/McDonalds. Although the waiting staff does not know them personally, students
feel nervous to use English.
The students had anxiety about using English because the political comrades made fun of them
when the students used English (Chapter 5). Further, the students had anxiety that if they used
English they will likely disrespect parents desire for their children to prefer their mother
tongue over English at home. In contrast after taking English language course at university the
students seem to have overcome their anxiety about using English language. The students
tended to agree less to the statements that they are shy or not as good in English as other
classmates are or their classmates would laugh at them if they made mistakes in English or
speaking English with waiting staff in multinational restaurant.
Although after attending the English course at the university, the students felt that they have
less anxiety about using English, however, the students anxiety with regard to political
comrades and parents preference of mother tongue at home may still be factors that affect
their motivation to learn English.
186
6.4 RQ4: Is there any difference in motivation for learning English in students from
varied backgrounds?
An independent sample t test was carried out to investigate differences between students
background and motivation to learn English. The differences were found in the following
independent and dependent variables.
6.5.1 Motivation and Gender

The participants of this study comprised 91 percent males and 09 percent females. Although
this is not good sample difference to infer any results, in the current condition the discussion is
presented considering limitations.
The significant differences were found in mean scores between males and femalesin
instrumental motivation and identity and English learning. With regard to instrumental
motivation the significant values Sig (2-tailed)=0.00 and Sig (2-tailed)=0.023 were recorded
which is less than 0.05. The scores reveal that the mean score of males was higher than the
mean scores for females. The previous studies on language motivation show that there is
tendency for female students to score high in comparison to males (Drnyei and Clment,
2001; Gardner, 1985; Gao, 2004; Ghait and Sheeban, 2000; and Williams, et al., 2002) This
contradiction with the literature is probably due to the fact that the males in engineering field
perceive English to be tool of more pragmatic gains based on incentive values. For this reason
they travel quite frequently. In the case of females, the pragmatic reasons are limited to a good
job, salary and social status in Pakistan. The frequent travelling aspect for females is culturally
less preferred in Pakistan. The parents of the female students do not allow them to remain
away from home for long periods of time alone. There is also a role of religious limitations. If
travel is inevitable then the females normally have to be with Muharram (males who are in
blood relation like father, brother, husband or uncles).
The other factor in which responses of males and females differ significantly is identity and
English learning. The scores Sig (2-tailed)=0.05 and Sig (2-tailed)=0.02 are less 0.05. It is
interesting to see that the females tend to agree less that learning English affects national
identity or religious identity. A couple of female students in my sample wore the veil (Burqa)
during interview. They were of opinion that even though they speak English they observe
187
religious values which are not affected by English. The students also wore Pakistani dress
(shalwar qameez) which is one of the ways to show Pakistani identity.
6.5.2 Motivation and Place of living

As seen in Chapter 5 the current study was composed of 28.7 percent participants from urban
areas and 71 percent participants from rural areas. The significant difference was found in
students responses with regard to motivation to learn English and their urban and rural
background. The mean score of the students reveal that the students from rural areas tend to
agree more that parental encouragement is the motivating factor to learn English. The rural set
up in Pakistan is based on family hierarchy. The elders and their words are considered of high
importance. As discussed in chapter 2 and 5 in Pakistan the agriculture economy is converting
into knowledge economy, therefore the parents encourage their children to receive higher
education and they appreciate the fact that English is key to acquiring higher education in
Pakistan.
The interesting point is that the students from rural areas agreed more that English learning
affects their national and religious identity which is the opposite in the case of students from
urban areas. However, after attending English language course there was no significant
difference in students responses both from urban and rural areas. Both the urban and rural
tended to agree less that English learning compromises their national or religious identity. The
significant difference was also found in students responses in English class and use anxiety.
The students from rural areas seem to have anxiety about using English even after attending
English language course at the university Sig (2-tailed)=0.005 and Sig (2-tailed)=0.02.
6.5.3 Motivation and Public and Private Educational Background
The participants in the current study came from different public and private educational
backgrounds. 44.9 percent participants studied in public sector educational institutions and
55.1 percent studied in the private sector. There is evidence of the dissimilarity in motivation
in students from the public and private educational institutions. There is a variation in scores
of integrative motivation before taking English language course Sig (2-tailed)=0.018. The
students from public sector institutions seem to be more integratively motivated at the
188
beginning of the English course. However, after attending the English course there is no
evidence of variation in scores. It is likely that the students from private sector institutions
where the medium of instruction is English, already identify themselves with English speaking
Pakistani community or Pakistani engineering community and that is why they did not score
as high in the integrative motivation items as the students who are from public sector. The
case in instrumental motivation is also similar to that of integrative motivation. There is
variation in the scores between students from public and private institutions at the beginning
of the English language course Sig (2-tailed)=0.07. After attending the course there appears to
be no variation in scores.
A significant difference was also found between scores of students from public and private
educational institutions on the parental encouragement factor, Sig (2-tailed)=0.023 and Sig (2tailed)=0.010. The students from public sector institutions tend to agree more that they learn
English because of their parents or parental encouragement or to make them happy. This is
mainly because the students who are from public sector institutions either belong to rural areas
or study in the remotest areas in urban city where parents influence considerably, right from
students academic affairs to life style. A similar story of variation in score can also be found
in the motivational factor English language teacher Sig (2-tailed)=0.020 and Sig (2tailed)=0.019. The students from public sector institutions seem to agree more that the English
language teacher is the motivating factor for learning English. This can be viewed on two
fronts. First, the students respect the teachers like their parents and they put effort in learning
English as they would normally do for their parents. Second, the student from public sector
institutions did not seem to be satisfied with their English teacher in the past and the
democratic and friendly style of English teachers at the university motivated them more to
learn English in comparison to the students who are from private sector.
Likewise there is evidence of variation in scores Sig (2-tailed)=0.07 of students from public
and private in identity and English learning Sig (2-tailed)=0.021 and Sig (2-tailed)=0.05. The
students from rural areas who studied in public sector institutions tended to agree more that
learning English affects religious and national identity.
189
6.5.4 Motivation and English/Local medium

61 percent of the participants in the current study came from the English medium school
background and 37.7 percent from local medium. There is evidence of the dissimilarity in
motivation in students who studied in English medium schools or local medium schools. The
students from local medium schools tended to agree more that they learn English because of
the parental encouragement or they learn it to make them happy Sig (2-tailed)=0.070 and Sig
(2-tailed)=0.010 (as in the case of students who were from rural areas and private educational
Institutions). Similarly, the students from local medium schools are motivated to learn English
because of their teachers, in comparison to the students from English medium Sig (2tailed)=0.036. However, there is statistically no significant difference in students scores on
teacher specific motivational component after the English language course at the university.
As the students from public sector educational institutions who studied in public schools
tended to agree more that learning English affects their religious and national identity, the
students from local medium school also think likewise Sig (2-tailed)=0.05. It is not surprising
however, that the students who are from local medium schooling are more in touch with
religious and patriotic topics in comparison to the students who are from English medium
schooling.
As for as anxiety about using English and anxiety about class is concerned, there appears to be
significant difference in responses of students from both local and English medium schools
Sig (2-tailed)=0.016 and
Sig (2-tailed)=0.00. The students who came from local medium
schools seem to have more anxiety about using English in comparison to students who come
from English medium. This is due to the fact that in English medium schools the students
experience good learning opportunities and an environment which boosts their confidence. In
addition, in private schools the teachers try to speak in English with students and the
administration specially instructs the teachers to use English in the class. Although the
students from local medium schools felt that they are progressing well and improving, even
after attending the course they still seem to have anxiety of using English. There could be
multiple reasons for this. As explained earlier in chapter 5 that political comrades discourage
students from using English and therefore students normally use their local language when
they are not in the class.
190
6.6 Summary
In this chapter I have attempted to discuss and evaluate the results of the study in the light of
the research questions and the data. The chapter started with the RQ1 and attempted to answer
what factors motivate the engineering university students in Pakistan to learn English? With
regard to L2 motivational factors, the chapter first of all focused on the traditional and new
concept of the integrative motivation of Gardner and Drnyei. Based on the data/findings in
Chapter 5, this chapter attempts to redefine the concept of integrative motivation in Pakistani
context and reports the convergent development between Gardners and Drnyeis approach
to integrative motivation.
Further, this chapter discussed the instrumental motivation in wider aspects as Csizer and
Drnyei (2005: 21) redefine instrumentality concerned the pragmatic incentives that are
usually associated with the concept, as well as importance of the particular L2 in the world
and the contribution its proficiency makes to becoming an educated person. As integrative
motivation researched in this study focused on Gardner and Drnyei, likewise the instrumental
motivation in engineering university students also indicates the presence of both Gardners
(1985) practical reasons and Drnyeis (2005) extended incentive values.
This chapter then discussed Gardners (1985) research on the role of parental encouragement
in students learning English and offers a new dimension to what has been already researched
Significant others important others and valued others in motivation for learning English,
including parents, teachers and peers. The new dimension in this study, adds grandparents
and discusses the role of grandparents in students motivation to learn English in the Pakistani
context.
Discussing further the teacher specific motivational components, the chapter elaborated that
the teachers, who are called spiritual parents in Pakistani society, play vital role in motivating
students to learn English in the form of praise and encouragement. The chapter discussed that
the English teachers who have democratic characteristics, not dictatorial, (Drnyei) influence
students to learn English. The chapter then expands onto the Course Specific Motivational
Components and discusses in the light of Drnyei and Ushioda that the English course that
offers opportunity to learn in a group or pairs and is relevant to practical needs with relevant
and interesting tasks motivates students to learn English.
191
The last section of RQ1 discussed identity and English learning. This factor focuses on
Drnyeis L2 self system and the concept of identity in L2 motivation research. In order to be
focused, I have tried to be precise in discussing English language learning and national and
religious identity. The discussion takes an interesting point and expands that for building the
image of a national identity, the learning of English is important in Pakistan. Moreover, the
chapter discussed that learning English does not make people in Pakistan liberal; rather,
learning English would help to spread the message of Islam in the world. Thus, building a
better Pakistani image worldwide and spreading the message of religion are also the factors
that motivate students to learn English in Pakistan.
The chapter then presented discussion on RQ2, RQ3 and RQ4. It started with the discussion
on the changes that take place in students motivation to learn English over the period of the
English language course in university. The change in students motivation is likely caused by
English class and use anxiety. The students feel intimidated to use English because of peer
pressure or local political pressures from the local political parties based in the universities.
The positive change in students is provided by the English language course. They first thought
that English language is difficult to learn and they were not confident. After completion of the
English language course the students not only felt they have improved in English but they
have also got some confidence. Because of this they wished to take future English courses as
well.
The next chapter concludes the thesis, presents some of the main findings, suggests limitations
and implications of the research and recommends some future directions of research.
192
Chapter 7
Conclusion
7.1 Introduction
This chapter summarises some of the main findings of the study under the
headings
motivation for learning English and changes in motivation. It then discusses the limitations of
the study, gives recommendations for future research and presents the contributions this study
has made to the exciting literature of L2 motivation. Finally, this chapter draws certain
implications for English language teaching in Pakistan.
7.2 Summary of the Major Findings
7.2.1 Motivation for learning English in Pakistan
As discussed in Chapter 5, the Pakistani government is taking an interest in helping to

transform the existing agriculture economy to a knowledge economy. The major areas of
knowledge that can help to achieve this goal are science and engineering. The province Sindh
of Pakistan contributes as much as 70 percent revenue to the countrys economy through
various means such as export and import of various items, with major contributions from
engineering sector. Since the engineering sector has professional contacts with various
international countries, they form an engineering community. The language of this community
is English because they have professional commitments globally and they trade through the
medium of English language. In addition, the engineers opt for employment in western
countries for a better future and with passage of time they apply for dual nationality such as
British or American Pakistanis.
Due to the financial contribution the Province Sindh makes to whole country, the urban
districts like Karachi, Hyderabad, Mirpurkhas and Jamshoro are particularly well established.
The people in these cities send their children to English medium private schools such as
Beacon House and City School or encourage them to do O and A levels (Cambridge system).
In addition, many families from these cities either are or aspire to be dual nationals like British
or American Pakistanis. They travel frequently and live in both Pakistan and a western country
like American or Britain. As a result of this dual nationality and travel orientation, they speak
English. Since they live in western countries, they know about English speaking people better,
193
however, they do not become part of the L1 community in America or Britain. They have their
own communities such as the Scottish Pakistani Society in Glasgow or the World Sindhi
Congress in UK and USA. These communities based in western countries practice their
religion with freedom and keep their original Pakistani identity intact which is Pakistani.
The results of this study reveal that engineering university students in province Sindh learn
English so that they could become part of the Pakistani Engineering community and have a
dual national community like British or American Pakistanis who speak English. Interestingly,
they wish to know about English speaking people better, however, they do not wish to be part
of their community.
The results lead the researcher to partially agree with Gardners concept of integrative
motivation as presented in Chapter 5 and 6, because students wish to know about English
speaking people better, however, the students by no means would like to be identified or like
to be like L2 speakers. The students want to be part of indigenous Pakistani community whose
members speak English. Professionally, the students think that English is the language of the
Pakistani engineering community and to be part of the Pakistani engineering community, they
learn English. The students discredit the thought that they learn English so that they become or
like British/Americans, they learn English in a hope that they would become dual nationals
like British or American Pakistanis.. Although the students wish to travel abroad, they would
like to be part of L2 setting in UK/USA where British or American Pakistanis have their own
community such as Scottish Pakistani or World Sindhi Congress or Association of North
American Sindhi.
The results of this study reveal that the engineering students of the universities in province
Sindh, are also instrumentally motivated to learn English. The students felt that they learn
English for instrumental purposes, more specifically to be a successful engineer or to get a
good job or acquiring engineering knowledge which is in English. The students felt that they
are well aware that the existing engineering knowledge is in English and without learning
English they cannot learn about science and engineering. The social and professional status is
dependent on proficiency of the English language in my sample. One of the new areas which
came from the interview data is that the students think that learning English will likely
eradicate poverty from the country and will increase the literacy rate. Despite the fact that
194
Pakistan is very rich in terms of local languages, none of the local languages is used for
acquiring scientific knowledge. The students are well aware that the existing engineering
knowledge is in English; unfortunately, there are no translations available to date and without
learning English they cannot learn about science and engineering. English is also the language
of the internet.
In Pakistani society, specifically in province Sindh, parents role in students views is pivotal
in all spheres of life. English is no exception. It is interesting to note that parents highly
encourage their children to learn English because they themselves are aware that English is
sign of reputation and respect in the community. Since the majority of the parents of
engineering students are financially sound, they know about the practical benefits the learning
of English can give to the students. The results reveal that they learn English because their
parents encourage them to learn English. The students also believe if they spoke good English
it would elevate their parents status in society and make them feel proud. The students also
think that the parents support their children to learn English because they themselves did not
get many opportunities in their lives so they want the children to gain what the parents could
not. The grandparents role in students learning English is diverse for different students in
my sample. However, regardless of the views held by the grandparents for English learning,
they do not seem to discourage their grandchildren from learning English.
Teachers are considered as spiritual parents in Pakistan. They influence students learning
positively and negatively. The students in my sample think that English teachers facilitate
tasks and make them relevant for every student and help to make students autonomous
learners. The English teachers are not like dictators and their behavior is empathetic and
accepting so that the students can get along well with them. This behavior reassures the
students that the teacher really wants them to succeed.
Pakistan got independence from British in the name of religion Islam and the official name of
the country is the Islamic Republic of Pakistan. At the time of independence, the religious
scholars issued fatwas against learning of English with the thought that learning English will
make people liberal and they will act against the community values of Islamists. On the other
hand, there were other Muslim liberal freedom fighters such as Sir Syed Ahmed Khan, who
195
thought that Muslims should learn English and get education so that they could progress.
Following this proposition, this study discovered that the students felt that learning English
does not damage Islamic principles and Pakistani national identity. Therefore, some students
felt that for spreading the message of Islam and building the Pakistani image, learning English
is a motivating factor.
7.2.2 Change in Students Motivation for Learning English

At the start of the English language course at the university the majority of the students felt
that they did not have a good experience of learning English in schools and colleges (as in
chapter 5 and 6). After completion of the English language course at university, they seem to
feel they have made progress. This change in students is due to the interactive nature of
English language course at university. The English language course at university has an
equalizing effect because almost all the students felt that they have made progress in English.
When the students entered the university they thought that English was a difficult language to
learn. However, after attending the English language course at university, the students felt
that English learning has become easier for them and it is no longer difficult. This change in
students views was result of the appropriateness of tasks and the way the teacher presented it
in the class. The students learned English in groups and pairs and not through traditional
lecture methods. The teacher always encouraged students to learn English and she always
rewarded them when the students made good progress in English. It can also be argued that
the students found learning English easy because they found the English teacher not dictatorial
but a democratic type with whom they got along well throughout the English course.
The students in my sample were also aware of the problems or weaknesses they felt they had
in English. They were aware of the problems involved in language learning and commented
with confidence what exactly they needed to learn and how they have been progressing. A
majority of the students felt when they entered the university they had many problems in
learning English. They lacked vocabulary and confidence in speaking and writing. After
taking the English course at the university they have become confident in using correct
grammar, vocabulary and writing letters and paragraphs. The students were aware if they
acquire vocabulary through the tasks or classroom activities they are going to speak or write
196
confidently. In addition, they needed to improve their presentation skills which will likely help
them in a job and they seem to improve this skill during the English language course at
university. In addition, the students appreciated the fact that English is as important as other
engineering subjects. This awareness of the possibility of learning English in a different way
is based on the factor that without English learning the students cannot be good engineers or
acquire engineering knowledge. This awareness in their English learning is a motivating factor
to acquire the skills they needed, such as vocabulary, speaking with confidence and writing
letters.
The interesting point regarding a change in students after taking English language course is
that almost all the students wished to take further English language courses. This is due to the
fact that students felt that they have improved in speaking, listening and reading. This
achievement was a likely factor that enhanced students motivation to learn English and take
further courses. However, they still felt that they have to work on their writing skills. This is
the reason most of the students wished to take future courses on writing.
The English language course seems to have brought positive changes in students motivation
to learn English. However, the students felt that they still have anxiety about using English.
Students feel nervous to speak in English with the waiting staff when they go out in some
multinational restaurant such as Pizza Hut/McDonalds. Although the waiting staff do not
know them personally, students feel nervous to use English. In addition, the students have
anxiety about using English because of the political comrades in the university who are
nationalists and influence students to use their local language instead of English. Though
parents highly encourage students to learn English the anxiety about disrespecting elders
notions about local language is probably one of the considerations the students would likely
have when using English.
7.3 Limitations of the study and Suggestions for Future Research

There are a number of limitations of this study. Firstly, due to serious floods in the province
Sindh during time of my data collection, this study had to be restricted to one university based
in an area which was less affected, safer and accessible. This university is based in urban
Sindh which caters for students from advantaged groups. The parents of these students are
197
financially sound. Therefore the results of this study cannot be generalised to other universities
in rural Sindh or Pakistan where the universities are named as weaker universities and the
students belong to poor families from remote villages. Therefore it is recommended that future
studies be replicated in professional universities compared with general universities in weaker
universities (newly established with limited resources) based in province Sindh.
Secondly, the study explored change in students motivation through a longitudinal and mixed
method approach with only questionnaires and interview tools. For future research the
individual portraits or life stories, field notes or students diaries would likely produce richer
data to study change. In addition, interviews with teachers, parents and university
administration would give further illustrative insights. It would also be beneficial to interview
some of the political comrades based in the university to find out their views about English in
relation to local languages, as the political comrades discourage the students to use English
and the students have anxiety about using English in their presence.
Thirdly, the questionnaire tool was carefully constructed, but students found it was very
lengthy and tiresome to fill it on two different occasions. This would likely have fatigued the
students. The data entry of a large number of variables was also very challenging task. It is
therefore recommended to reduce the number of items in the questionnaires to a manageable
size for future research.
Fourthly, the research tools were not translated into local languages. Though the students were
good in English, a Sindhi/Urdu version of the questionnaire and interview tools would likely
have produced more reliable results. For future research studies a translated version of tools
would likely help participants to feel confident in giving their responses in their first language.
To the best of my knowledge, this study is first attempt to study motivation and motivational
change with a longitudinal approach in Pakistan. This will likely provide initial data for future
researchers to explore the motivational factors in Pakistani context. This study has discussed
the shifting role of integrative motivation and role of grandparents in students learning
English (Chapter 5 and 6). This requires further investigations. It is recommended that more
qualitative studies may be conducted to study motivation for learning English in Pakistan, in
198
particular and rest of the world, in general. It was a good experience in statistical analysis even
though there was little significant change.
7.4 Contribution to Knowledge

7.4.1 Redefining Integrative Motivation
This study contributes significantly to the existing literature on second language motivation.
Firstly, this study helps to redefine the role of integrative motivation in my local context and
context of this study. The integrative motivation was explored on two fronts, traditional
concepts and new concepts. This study contributes to the literature in terms that in my sample
both old and new concepts of integrative motivation are present. Although the students would
like to know about English people better, the students discredit the thought that they learn
English so that they become or like British/Americans. They learn English in the hope that
they would become dual national like British or even if the students wish to travel or emigrate
abroad, they would like to be part of L2 setting in UK/USA where British or American
Pakistanis have their own community.
7.4.2 Significant Others

The L2 motivation researchers have discussed Significant others, important others and
valued others in motivation for learning L2 (Drnyei, 2005; Gardner, 1985; Zhu, 2007).
These include parents, teachers and peers. The literature however does not cover
grandparental role which the data shows is an important dimension to investigate in
Pakistani context.
As has been discussed before that the role of significant others with special reference to
grandparents of students is important to take into consideration in Province Sindh. The family
hierarchy holds grandparents in high esteem in Sindh. Most often the grandparents chair the
family gatherings and their words are accounted to wisdom earned through experience from
past and all years lived. What they advise or what they think, is normally executed without
further debate or question. This is because, questioning parents in general and grandparents in
particular, is not a norm. Following these assumption in my local context, I extended the
research to include the role of grandparents in their grandchildrens learning English
language, asking whether grandparents motivate students to learn English or stop them from
199
learning English on the assumption that English learning is a sign of following British colonial
pre -1947 values and therefore grandparents ask students parents to discourage them from
learning English.
7.4.3 Anxiety
English class and use anxiety have been widely discussed as factors that affect students
motivation to learn English. Through its qualitative data, this study adds that the political
comrades, who are nationalists (belonging to linguistic groups), are likely to be factors that
affect students motivation to learn English. Therefore, this study adds political influence to
be one of the affective factors in the field of second language motivation.
7.5 Implications
There are certain implications of this research on ELT policy, pedagogy and practice which
will likely provide some direction towards improving ELT scenario in professional
engineering universities in Pakistan in specific and all other universities in general.
7.5.1 Ownership of English

As discussed in Chapter 2, English is no more the property of native English speaking
countries. It is acknowledged fact that today there are more non-native speakers of English
than native speakers (Kachru, 1992; Mansoor, 2005). This is why the students in my sample
wished to learn English and identified themselves with English speaking community based in
Pakistan and not with native British or Americans. In this regard, this is important to
acknowledge that English is in process of indigenization in Pakistan and a new variety
Pakistani English is evolving as discussed by (Baumgardner, 2000; Mansoor, 2004 ;
Mahboob & Talat, 2008 ; Pathan, 2009). Though the researchers have discussed Pakistani
English morphology, phonology and syntax, no study has explored whether a focus on the
shifting role of integrative motivation in Pakistan and a focus that English in Pakistan is used
for integrative reasons and this integration is with the indigenous English speaking Pakistani
community which speaks Pakistani English.
Secondly, this study has not explored the features or attitudes of Pakistanis towards Pakistani
English. However, the presence of an indigenous English speaking Pakistani community in
200
my sample would likely be benefited if Pakistani English is acknowledged as a South Asian

variety of English, and accommodated as one of the indigenous languages in line with Sindhi,
Balochi, Punjabi, Pushto, Seraiki, and Urdu. Mansoor (2005: 347) is of view that English
teaching materials in Pakistan are foreign, expensive and context-reduced, therefore it is
important for policy makers to address the issue of identifying a local variety of English
rather than British Standard English. It is important then to recognise Pakistani English as one
of the South Asian variety which according to Manoor (2005) is linguistically and culturally
more relevant to teach in Pakistani English classroom than British English.
Thirdly, the study shows that the students who come to the university for higher education
belong to various multilingual communities. This includes Sindhi (61.5%), Urdu (25%),
Seraiki (6%), Balochi (4.5%) and Punjabi (2.3%). In the current context of the study, the
students use mother tongue for informal conversation and use English or Urdu for formal
conversation with their peers and teachers. 61.5% students report Sindhi as their mother
tongue and 25% report Urdu as their mother tongue. In such circumstances, it is important for
policy makers to keep the multilingual background of students in mind when making any
policy for education in general and English language, in specific (Mansoor, 2005). Rahman
(2002) Mansoor (2004) and Shamim (2008) and Coleman (2010) recommend that local and
regional languages may be promoted in schools and colleges in Pakistan.
Fourthly, this study indicated that the students who come to the university are not confident
about the opportunities to learn English with their English learning experience in the past in
schools and colleges (Chapter 5 and 6). This lack of confidence with English learning is
prominent in students who come from public sector and local medium schools. On the
contrary, the students who come from elitist private schools such as Beacon House are
confident with their English learning. This divide is based on socio-economic conditions
which need to be addressed by the language policy makers so that the students both from
public and private sector could learn English under a uniform educational system with equal
provision of learning opportunities and facilities. The students in this study felt that they
started off their English learning at university from different points based on socio-economic
variables, but completed the course sharing the view that they were joining the community of
engineers.
201
Fifthly, there is no fixed policy specifically for teaching English in professional engineering
universities. There are four public sector engineering universities in Province Sindh of
Pakistan and all the universities have a different English teaching syllabus. The English
language teaching reforms project of the Higher Education Commission of Pakistan (Chapter
2) is already working to improve standards of English language teaching across the country. It
would be of further benefit to constitute a body proposed as Pakistan ELT council (PELTC)
that could further be decentralised into English language committees for General and
Professional universities. These decentralised committees comprising ELT faculty from the
respective universities may be funded to undertake case studies on the teaching of English and
based on findings propose some policy guidelines regarding teaching of English with a
uniform syllabus and teaching materials. In addition, the PELTC may be empowered to work
as a quality assurance and maintenance body of the teaching of English and all the ELT
faculty may be encouraged to register with PELTC as the Practising ELT Faculty.
The data of registered ELT faculty may then be given to each university so that the
appointment of ELT faculty can be made with the recommendation of the PELTC. Normally,
in Pakistani universities and colleges the English teachers are appointed by a committee
comprising members from non ELT background. The registered ELT status of teachers will
likely help the administrators to appoint the teachers based on the recommendations of the
PELTC.
The study also showed that the students have anxiety about using English. The students felt
that they are discouraged by political comrades based in universities to use English. There is
no evidence in this study whether Pakistani English is to be declared as one of indigenous
languages of Pakistan, however, if the language policy of the country makes provision for
English (Pakistani English) to be considered as one of indigenous languages of Pakistan, it is
likely that these political comrades may adopt a more positive and sophisticated approach
towards the use of English on campus.
The engineering university students were highly motivated to learn English even after
completion of this course. They felt that they did not make much progress in writing skills and
needed more courses on writing skills especially on report writing and academic writing. It is
recommended that academic and report writing courses may be offered to these students. For
202
this the ELT faculty of engineering university would need thorough training with the help of
ELT experts trained from the technologically advanced countries such as UK and USA.
7.6 Conclusion
Based on the findings of this study, it is important for engineering universities to further
improve the ELT situation in their context so that the students who are already motivated to
learn English could continue getting support from administration and ELT faculty. L2
motivation fluctuates because of various internal and external factors including the language
learning environment, therefore it is important for students to learn English, put effort into it
and sustain this activity for a longer period of time. The longer they will remain in touch with
the English learning environment, the more motivated they would be in using English. As the
study suggests that the students learn English to be better engineers and acquire more
scientific knowledge, it is important to provide them with all the facilities to learn English. If
the syndicate and senate of the university allocated appropriate funds and administrative
support, it would likely help to set up the motivating English learning environment in the
university. The slogan therefore should be The confident and motivated English speakers
make successful engineers.
203
References:
Abbas, S. (1998) Sociopolitical Dimension in Language: English in Context in Pakistan:

Applied Language Studies, Vol. 23, 42.
Abbas, S. (1993) The Power of English: Word Englishes. Vol.12/2, 147-156.
Abedi, R. (1991) Education Chaos. Lahore: Rhotas Books.
Ary, Donald., Jacobs, L.C., Razavieh,A., & Sorensen, C. (2006) Introduction to Research in
Education, Belmont: Thomson Wadsworth Inc.
Barker, P. (1998) Interactivity as an Extrinsic Motivating force in Learning. In Beck, R. C.
Motivation Theories and Principles. 5th ed. New Jersey: Prentice Hall.
Beck, R.C. (2004) Motivation Theories and Principles. 5th ed. New Jersey: Pearson.
Brace, N., Kemp, R. & Snelgar, R. (2003) SPSS for Psychologists: A guide to data analysis
using SPSS for windows. Basingstoke: Palgrave.
Brown, H.D. (1994) Teaching by Principles. Englewood Cliffs, NJ: Prentice Hall.
Brown, H.D. (2007) Principles of Language Learning and Teaching. 5th ed. New York:
Longman.
Batram, B. (2006) An examination of perceptions of parental influence on attitudes to
language learning. Education Research, 48(2) 211-221.
Baumgardner, R.J. (2000) The English Language in Pakistan. National Book Foundation.
Baumgardner, R.J. (1998) Word Formation in Pakistani English. English World Wide. Vol.19,
pp.205-246.
204
Bell, J. (1999) Doing your research project. A guide for first time researcher in education and
social sciences (2nd Ed) . Buckingham: Open University Press.
Campbell, E., & Storch, N. (2011) The Changing Face of Motivation. Australian Review of
Applied Linguistics, Vol.34/2, 166-192.
Calfee, R., & Sperling, M. (2010) Mixed Methods. Approaches to Language and Literacy
Research. New York: NCRLL.
Caplan, A. (1982). On pirvacy and confidentiality in social science research. In T.Beauchamp,
R. Faden, R. Wallace, & L. Walters, Ethical Issues in Social Science Research (pp. 315-28).
Baltimore, MD: Johns Hopkins University Press.
Chambers, G. (2001) Reflections on Motivation. London: CiLT.

Clement, R (1980) Ethnicity, contact and communication competence in second language. In
Giles H, Robinson WP and Smith P M (ed) language: Social psychological perspective.
Pergamon, Oxford pp 147-54.
Clment, R. & Gardner, R. C. (2001). Second language mastery. In H. Giles & W. P.
Robinson (Eds.), Handbook of language and social psychology. London, UK: Wiley, 489504.
Clement R., Dornyei, Z and Noel, K. A (1994) Motivation, self-confidence and group
cohesion in the foreign language classroom. Language learning 44: 417-48
Cohen, L., Manion, L., & Morrison, K. (2011) Research methods in Education. Abington:
Routledge.
Coleman, H. (2010) Teaching and Learning in Pakistan: the Role of Language in Education.
British Council, Islamabad. Pakistan.
Creswell, J.W., & Clark, V.L. (2007) Designing and Conducting Mixed Methods Research .
London: Sage Publications.
Creswell, J.W., & Clark, V.P. (2011) Designing And Conducting Mixed Methods Research.
2nd ed. California: SAGE Publication.
Crookes, G., & Schmidt, R.W. (1991) Motivation: reopening the research agenda. Language
Learning Vol.41/4, pp. 469-512.
205
Csizer, K. and Dornyei, Z. (2005) The internal structure of language learning motivation:
Results of structural equation modelling. Modern Language Journal, 89 (1), 1936
Drnyei, Z. (1990) Conceptualizing motivation in foreign language learning. Language

Learning, Vol.40, pp. 45-78.
Drnyei, Z. (1994) Motivation and motivating in the foreign language classroom. Modern
Language Journal, Vol.78, pp. 273-284.
Drnyei, Z. (1998) Motivation in second and foreign language learning. Language Teaching,
Vol.31, pp.117-135.
Drnyei, Z., Csizer (1998) Ten commandments for motivating language learners. Results of
an empirical study. Language Teaching Research,Vol 23, pp. 202-22.
.
Drnyei, Z., & Ott, I. (1998) Motivation in action: A process model of L2 motivation.
Working Papers in Applied Linguistics (Thames Valley University, London), Vol.4, pp. 43-69.
Drnyei, Z. (2000a) Motivation in action: Towards a process-oriented conceptualization of

student motivation. British Journal of Educational Psychology, Vol.70, pp. 519-538.
Drnyei, Z. (2000b) Motivation and motivation theories. In M. Byram (Ed.), pp. 425-435.
Drnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task
performance. Language Teaching Research, 4, 275-300.
Drnyei, Z. (2001a) Teaching and Researching Motivation. Harlow: Longman.
Drnyei, Z. (2001b) New themes and approaches in L2 motivation research. Annual Review of
Applied Linguistics, Vol.21, pp. 43-59.
Drnyei, Z. & Schmidt, R. (Eds.) (2001) Motivation and second language acquisition.
Honolulu, HI: University of Hawaii Press.
206
Drnyei, Z., & Csizr, K. (2002). Some dynamics of language attitudes and motivation:
Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
Drnyei, Z. (2003a) Questionnaires in Second Language Research. London: Lawrence

Associates Publishers.
Drnyei, Z. (ed.) (2003b) Attitudes, orientations and motivations in language learning.
Oxford: Blackwell.
Drnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J.
Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630).
Oxford: Blackwell.
Drnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in
Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum
Drnyei, Z., Csizr, K., & Nmeth, N. (2006). Motivation, language attitudes and
globalisation: A Hungarian perspective. Clevedon, England: Multilingual Matters
Drnyei, Z. (2007) Research Methods in Applied Linguistics: Quantitative, Qualitative and
Mixed Methodologies. Oxford: Oxford University Press
Drnyei, Z. (2008) New Ways of Motivating Foreign Language Learners. Generating Vision.
Links Issue 38 (Winter) pp. 3-4.
Drnyei, Z. (2009) Motivation and the vision of knowing a second language. In B. Beaven
(Ed.), IATEFL 2008: Exeter conference selections (pp. 16-22). Canterbury: IATEFL
http://www.nottingham.ac.uk/english/research/cral/doku.php?id=people:zoltan.
Drnyei, Z. (2010) Researching Motivation: From integrativeness to ideal L2 Self. In S.

Hunston and D Oakey (Eds.), Introducing applied linguistics: Concepts and Skills (pp. 74-83):
Routledge.
Elaine, H.K. (2001) Language Anxiety and Achievement. Annual Review of Applied
Linguistics. Cambridge: Cambridge University Press.
Ellis, R (1985) Understanding Second Language Acquisition. Oxford University Press.
Borg, W.R ., Gall, M.D. (1989) Educational Research: An Introduction. 5th ed. New York:
Longman.
207
Gao, X. (2004) Motivation to learn English in China: Coursebooks, School Types and
Learning outcomes. Unpublished PhD Thesis University of Nottingham.
Glass, G.V., & Hopkins, K.D. (1996) Statistical Methods in Education and Psychology.
Boston: Allyn and Bacon.
Gorard, S., & Taylor, C. (2004) Combining Methods in Educational and Social Research. ,
Maidenhead : Open University Press.
Green, J. C. (2008) Is mixed methods social inquiry a distinctive methodology? Journal of

Mixed Methods Research, Vol.2, pp.7-22.
Gardner, R.C. (1985) Social psychological aspects of second language learning: The role of
attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (1998). Individual differences and second language learning. In R. Tucker& D.
Corson (Eds.), Encyclopedia of language and education, Vol. 4: Second language education
(pp. 34-42). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Gardner, R.C. and Lambert, W.E. (1972). Attitudes and Motivation in Second Language
Learning. Rowley, Mass: Newbury House.
Gardner, R.C. and MacIntyre, P.D. (1993) A Student's Contributions to Second Language
Learning. Part II: Affective Variables. Language Teaching Vol.26, pp. 1-11.
Gardner, R.C. (1994) On Motivation, Research Agendas, and Theoretical Frameworks.

Modern Language Journal, Vol.78/3, pp.359-368.
Ghaith, G. , Shaaban, K. A (2000) Student motivation to learn English as foreign language.
Foreign Language Annals, 33(6), 632-644.
Gramley, S. (2001) The Vocabulary Of World English. London: Arnold Headline Group.
Haque, A. (1983) The Position and Status of English in Pakistan, World Language English,
Vol.2/1, pp.6-9.
208
Hashimoto, Y. (2002) Motivation and Willingness to Communicate as Predictor of Reported

L2 Use. Second Language Studies, Vol. 20/2, pp 29-70.
How, K., & Mosses, M. (1999). Ethics in educational research. Review of Research in
Education, Vol.24/1, pp.21-59.
Hunt, J. (1971) Towards A History of Intrinsic Motivaiton. In Day, H. I. (ed.) Intrinsic

Motivation. USA: Mine Publications.
Ilyas, R. (1992) Case Study of the Evaluation of the English Language Centre Mehran
University Jamshoro. Unpublished MEd dissertation. University of Leeds, UK.
Jacques, S. R. (2001) Preferences for instructional activities and motivation: A comparison of
student and teacher perspectives. In Z Dornyei, & Schdidt (eds.), Motivation and second
language acquisition (pp. 85-211). Honolulu: University of Hawai.
Judd, C. M., Smith, E. R., & Kidder, L. H. (1991) Research Methods in Social Relations (6th
Ed) Chicago: Winston Inc.
Kachru, B. (1992) Models for non-native Englishes." The Alchemy of English: The Spread,
Functions and Models of Non-native Englishes. Ed. Braj B. Kachru. University of Illinois
Press,. 48-74
Katzner, K. (1977) The Languages of the World. London: Routledge.
Krippendrop, K. (2004) Content Analysis: An Introduction to its Methodology. Thousands

Oaks, CA: Sage.
Kvale, S. (1996). Interviews. London: Sage.
Kyriacou, C., & Benmansour, N. (1997). Motivation and learning preferences of high school
students learning English as a foreign language in Morocco. Mediterranean Journal of
Educational Studies, 2(1) 79-86.
Lai, H.Y. (2008) Learning English as an International Language or not? A Study of Taiwanese
Students Motivation and Perception. Unpublished PhDD Thesis University of Warwick, UK.
Lamb, M.V. (2007) The Motivation of Junior High School Pupils to learn English in
Provincial Indonesia. Unpublished PhD Thesis University of Leeds, UK.
209
Lamb, M.V. (2009) Situation the L2 Self. Two Indonesian School learners. In Drnyei, Z., &
Ushioda, E. (eds) Motivation, Language Identity and L2 Self. Bristol: Multilingual Matters. Pp
229-247).
Lau. I (2009) TBL in English Language Learning in Macau. Effects on tertiary Learners
beliefs and Motivation. Unpublished PhD Thesis University of Nottingham, UK.
Lazaraton, A. (2005) Qualitative research in applied linguistics: A progress report. TESOL
Quarterly, 29: 455-72
Leo, E.L. (1996) The Motivation and Self Concept in Primary School Children. Unpublished
PhD ThesisUniversity of Durham, UK.
Lukmani, Y. M. (1972) Motivation to learn and language proficiency. Language Learning
22:261-273.
Magnan, C. (2006) Attitude change and foreign language culture learning. Language
Teaching, 26: 63-75.
Malik, F.J. (1996) The Teaching Of English In Pakistan. Lahore: Vanguard Books Pvt Ltd.
Mansoor, S. (2003) The Medium of Instruction Dilemma: Implications for Language Planning
in Higher Education. In Mansoor, S. et a l (eds) Language Policy Planning & Practice, A
South Asian Perspective. Karachi: Oxford University Press.
Mansoor. S. (2004) The Status and Role of Regional Languages in Higher Education in
Pakistan. Journal of Multilingual and Multicultural Development, Vol. 2/4.
Mansoor, S. (2005) Language Planning in Higher Education: A case study of Pakistan.
Karachi: Oxford University Press.
Mahboob, A. (2002) No English, No Future: Language Policy in Pakistan. In S. Obeng &

Hartford (eds.) Political Independence With Linguistic Servitude: The politics about
languages in the developing world. New York: NOVA Science. pp 15.39.
Mahboob, A. (2004) Pakistani English: Phonology. A handbook of varieties of English. A
multimedia reference tool. Berlin: Mouton de Gruyter. Vol: 2, p.1004-1016.
210
Mahboob, A., & Talat, M. (2008) English language and Teacher Education in Pakistan. In
Servan Dogancay, et. Al (eds.) Global English and Teacher Education Praxis and
Possibility.pp, 3-25.
McCracken, G. (1988) The long interview. Sage. Newbury Park,CA.
McGroarty, M. (2001) Constructive and constructivist challenges for applied linguistics.
Language Learning, 48: 591-622.
Menard, S. (1995) Longitudinal Research. Thousand Oaks, Calif: Sage
Michieka, M.M. (2005) English in Kenya: A Sociolinguistic Profile, World Englishes, Vol.
24/2, pp. 173-186.
Miles, M., & Humberman, A. (1994) Qualitative Data Analysis. Thousand Oaks: Calif Sage.
Miller, W. L., & Crabtree, B. F. (1999) In Depth Interviewing. In B. F. Crabtree, & W. Miller
(eds), Doing Qualitative Research. London: Sage.
Nabil, A. (In Progress) Impact Analysis of ELTR long term fellowship: A Project of HEC
Pakistan. M.S thesis. Islamabad. Pakistan.
Newby, P. (2010) Research Methods for Education. Essex: Pearson Education.
Norton, B. (2000) Identity and Language Learning. Harlow: Pearson Education.
Oppenheim, A. (1992) Questionnaire Design, Interviewing and Attitude Measurement .

London
O Sullivan,T (1991) Foreign language coursebooks: Ask your pupils. Language Learning
Journal, 3, 10-13.n: Pinter.
Oxford, R. L. (1994) Where are we regarding language learning motivation? Modern
Language Journal, 78 (4) , 512-514.
211
Oxford, R. & Shearin, J. (1994) Language learning motivation: Expanding the theoretical
framework. Modern Language Journal, Vol.78, pp. 12-28.
Pallant, J. (2005) SPSS Survival Manual: A step by step guide to data analysis using SPSS
version 12, Maidenhead : Open University Press.
Pathan, H. (2009) A study of Engineering University students motivation for learning

English. Unpublished M. Ed. ELT dissertation. Faculty of Education. University of Glasgow,
UK.
Pathan, H., Shahriar, A., & Mari, M. (2010) Motivation for learning English in Pakistan.
English Language and Literary Forum . Annual Research journal. Vol. 12, pp.75-91.
Pathan, H. (2010) A study of L2 Motivation in Pakistan. Paper presented at SPELT

International Conference. Karachi. Pakistan.
Pathan, H., Shahriar, A., Mari, M. (2011a) The Extent of Satisfaction on the key factors that
affect learner Motivation. International Journal of academic research in Business and social
sciences. Vol.1/3.
Pathan, H., Mari, M., Shahriar, A. (2011b) Willingness to communicate in L2: A perception of
Pakistani University students. English Language and Literary Forum . Annual Research
Journal. Vol 13. 65-82.
Pathan, H. (2011) Semantics and Lexis: A textual analysis of lexical form and meaning. Ariel,
An International Journal of English language and literature. Vol 24, pp.37-43.
Punch, K. (2005). Introduction to Social Research. Thousand Oaks: Calif Sage.
Phillipson, R. (1992) Linguistic Imperialism. Oxford: Oxford University Press.
Project Evaluation Report HEC (2005) A case study of organization of teaching English in
public sector universities in Pakistan.
212
Project Evaluation Report (2002-2008) National Committee on English Higher Education of

Pakistan.
Prospectus (2010, 11) Mehran University Prospectus . MUET Jamshoro.
Rahman, T. (1990) Pakistani English. Islamabad: National Institute of Pakistan Studies.
Rahman, T. (1996) Language and Position in Pakistan. Karachi: Oxford University Press.
Rahman, T. (2001) The Urdu-English Controversy in Pakistan. Modern Asian Studies. Vol 31,
pp.177-207.
Rahman, T. (2002) Language Ideology And Power: Language-learning among the Muslims of
Pakistan and North India. Karachi: Oxford University Press.
Rahman, T. (2003) Language Policy, Multilingualism, and Language Vitality in Pakistan.
Trends in Linguistics, Vol 175. Pp, 73-106.
Rahman, T. (2004a) English Teaching Institutions in Pakistan. Journal of Multilingual and
Multicultural Development. Vol 22.pp, 242-261.
Rahman, T. (2004b) Denizens Of Alien Worlds: A Study of Education, Inequality and

Polarization in Pakistan. Karachi: Oxford University Press
Rahman, T. (2004c) English Teaching Institutions In Pakistan. In Mansoor, S. et al(eds)
Language Policy Planning & Practice, A South Asian Perspective. Karachi: Oxford
University Press. pp, 27-50.
Rahman, T (2005) Passport to privilege: THE English medium schools in Pakistan.
Rasinger, S.M. (2008) Research Methods in Linguistics: Quantitative Research in Linguistics

an Introduction. New York: Continuum Publishing Group.
Reams, P., & Tawle, D. (2008). The promise of the mixed methods: discovering conflicting
realities in the data. International Journal of Research and Method in Education, Vol.31,
pp.133-142.
213
Rubin H. J (1995) Qualitative interviewing: The art of hearing data. Sage. Thousand Oaks,
CA.
Ryan, S. (2009) Self, Identity in L2 Motivation in Japan. In Drnyei, Z., & Ushioda, E. (ed)
Motivation, Language Identity and L2 Self (pp 98-119). Bristol: Multilingual Matters.
Ryan, S. (2008) The Ideal L2 Selves of Japanese Learners of English. Unbpublished PhD
Thesis University of Nottingham, UK.
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: internal
structure and external connections. In R. L. Oxford (Ed.) , Language learning motivation:
pathway to the new century (pp. 9-70). Honolulu. University of Hawaii.
Schneider, E.W. (2007) Postcolonial English: Varieties around the World. Cambridge:
Cambridge University Press.
Shamim. F. (2008) Trends, Issues and Challenges in English Language Education in Pakistan.
Asia Pacific Journal of Education. Vol. 28/3, pp. 235-249.
Shamim, F., & Tribble, C., (2005) Current Provisions For English Language Teaching in
Higher Education in Pakistan. Report Submitted to National Committee on English HEC,
Islamabad.
Shamim, F. (2006) Case Study of Organization of English Language Teaching in Public

Sector Universities in Pakistan. Research Report for the National Committee on English,
HEC, Pakistan.
Shahriar, A. (2008) Motivation for learning English: A comparative study of the students of
natural sciences in Pakistan. MA Unpublished dissertation University of Leicester, UK.
Smith, E. R., Judd, C. M., Kidder, L. H. (1991) Research Methods in Social Relations.
Chicago: Holt, Rinehart and Winston, Inc.
Spolsky , B. (2000) Language Motivation Revisited. Applied Linguistics vol 21 no 2 97-110.
Tamimi, A. A. (2009) Motivation and Attitudes Towards Learning English. A Study of

Petroleum Engineering Undergraduates at Hadhramount University of Science and
Technology. GEMA Online Journal of Language Studies, Vol 9 (2).
214
Teddlie, C., & Tashakkori, A. (2003) Major issues and controversies in the use of mixed
methods in the social and behavioral sciences. In A. Tashakkori, & C. Teddlie (eds.)
Handbook on mixed methods in the behavioral and social sciences (pp. 350. ). Thousand
Oaks, CA: Sage.
Thomason, S.G (2001) Language Contact: An Introduction. Edinburgh: Edinburgh University

Press.
Thornbury, S. (2006) An A-Z of ELT. Oxford: Macmillan.
Tremblay, P.F. & Gardner, R.C. (1995) Expanding the motivation construct in language
learning. Modern Language Journal, Vol.79, pp. 505-520.
Ushioda, E. (1996a) Learner Autonomy: The Role of Motivation. Dublin: Authentik.
Ushioda, E. (1996b).Developing a dynamic concept of motivation. In Hickey, T. and

Williams, J. (Eds.) 239-45. Language, education and society in a changing world (pp. 239245). Clevedon: Multilingual Matters.
Ushioda, E. (2001) Language learning at university: Exploring the role of motivational

thinking. In Drnyei, Z. And Schmidt, R. (Eds.). Motivation and second language acquisition
(Technical report) p. 94-125. Honolulu, HI: University of Hawaii, Second Language Teaching
and Curriculum Centre.
Ushioda, E. (2009) A Person in Context Relational View of Motivation, Self and Identity. In
Drnyei, Z. And Ushioda, E. (Eds.). Motivation, language identity and L2 self, p. 215-228.
Bristol: Multilingual Matters.
Ivankova, N, Creswell, J. W., & L.Stick, S. (2006). Using mixed-methods sequential

Explanatory design: From theory to practice. Field Methods vol.18, pp.3-20.
Warden, C.A & Lin, H.J. (2000) Existence of integrative motivation in an Asian EFL setting.
Foreign Language Annals. 33 (5) 535-547.
Weber, R. (2004) The Rhetoric of Positivism Versus Interpretivism: A personal View. MIS
Qurarterly, Vol. 28/1, pp.3-12.
215
Weber, R.P. (1990). Basic Cotent Analysis. Thousands Oaks: CA:Sage.
Williams, M. and Burden R. (2002) Psychology for Language Teachers. Cambridge:

Cambridge University Press.
William, M., & Burden, R. (1999) Students developing conceptions of themselves as

language learners. The Modern language Journal, 83 (2), 193-201.
Williams, M., Burden, R., & Al-Baharna, S. (2001). Making sense of success and failure: The
role of the individual in motivation theory. In Z. Drnyei & R. Schmidt (Eds.), Motivation
and second language acquisition (Technical Report No. 23, 171-84). Honolulu: University of
International Journal of Linguistics 2011, Vol. 2, No. 1: E2, Hawaii, Second Language
Teaching and Curriculum Centre.
Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners perceptions of their
successes and failures in foreign language learning. Language Learning Journal, 30, 19-29.
Peace and Democracy in South Asia, Volume 1, Number 1, January 2005.
Yashima. T (2009) International Posture and Ideal L2 Self in Japanese EFL Context. In
Drnyei, Z., & Ushioda, E. (ed) Motivation, Language Identity and L2 Self (pp144-163)
Bristol: Multilingual Matters.
Yuet. (2008) A relationship between motivation and achievement in foreign language learning
in sixth form in Hongkong. M. Ed thesis submitted at the University of Leicester, UK.
Zhu, D. (2007) EFL Learning Motivation in Shanghai Upper Secondary Students and
Influence of Important Others. Unpublished PhD Thesis. University of York, UK.
216
Appendix-1
Questionnaire-1
Questionnaire-1
Dear Participants,
I would like to thank you for agreeing to participate in my research project on the influences
on why people learn English in Pakistan. This project is part of my PhD studies at the
University of Glasgow, United Kingdom.
It is assured that your right of confidentiality and anonymity will be honoured. Please give
your answers honestly without consulting others. You may choose to leave any statement
unmarked or leave the questionnaire blank. If you wish, you may exercise your right to
withdraw from part of this study any time before, during or after the research process.
You are requested to choose one suitable option in response to the each of the following
statements. The questionnaire should take you about 45 minutes.
1=strongly disagree, 2= disagree, 3= neither agree nor disagree, 4= agree, 5= strongly agree.
#
Please tick the best option for the following statements
1.
I wish to learn English to watch movies and read

novels
I want to learn English so that I can know English
speaking people better
2.
3.
4.
I am not as good in English as my other classmates
5.
I wish to put effort into learning English
6.
I will continue learning English even if it is hard
7.
8.
What I learn in English class helps me to use English

in daily life
9.
In English class I feel that I am learning something
10
11
My English teacher tries to make tasks relevant for

every student
I dont do my English assignments or homework
12
13
14
15
Strongly
disagree
1
Disagree
2
Neutral
3
Agree
4
Strongly
agree
5
I prefer to use my mother tongue in English class even

when my teacher encourages me to speak in English
I learn English so that I can pass the English exam
I want to learn English to visit abroad
1=strongly disagree, 2= disagree, 3= neither agree nor disagree, 4= agree, 5= strongly agree
217
1
16
I want to learn English so that I can mix comfortably

with British or American Pakistanis based in Pakistan
I want to learn English so that I can become a
successful Engineer
I learn English so that I can access more advanced
knowledge in the field of engineering sciences
I want to learn English because I will emigrate to
UK/USA for a better future
Without English I can not get high social status in
Pakistan
I want to learn English so that I become part of the
English speaking Pakistanis community
I am learning English because it is the language of the
Pakistani Engineering community
I get nervous when I speak English with waiting staff
at the multinational restaurants based in Pakistan such
as Pizza Hut or McDonalds
My grandparents think that English learning is a sign
of following British colonial pre-1947 values
17
18
19
20
21
22
23
24
25
26
27
I am learning English because I want to be like

British/Americans
in English
28
29
My grandparents ask my parents to discourage me from

learning English
My parents buy me English story books and DVDs so
that I remain in touch with English in leisure time
I want to learn English so that in future I become dual
national like British Pakistani/American Pakistani
I fear that my fellow students would laugh at me If I
made mistakes in English
I can easily pass the English exam
30
31
32
33
34
35
I think learning English will change my local Pakistani

outlook
English learning will make me more liberal in religious
affairs
36
37
218
38
39
40
41
42
43
44
45
46
47
I would like to have more English language classes than

I am having now
If I speak English people will think that I am not a true
Pakistani
It is easier for me to learn English when tasks are useful
My English teacher gives me the opportunity to

participate in the class
I would prefer to spend time with English speaking
Pakistani people rather than those who speak only
Urdu/Sindhi
If English was not a compulsory subject at university I
would not have chosen this course
I dont go to the self access centre to borrow English
books
I give extra time to learning English at home
talk about my English proficiency with their friends and
relatives
My parents think that English learning is not important
Please complete the following information
48. What is your name ______________________________________?
49. What is your gender?
(Circle your option)
50. What is your mother tongue?
(1) Sindhi
(2) Urdu
(3) Seraiki
(a) Male
(4) Balochi
(b) Female
(5) Punjabi
(6) Pushto
51. Where are you from? (Circle your option)

(a) Sindh (urban)
(b) Sindh (rural)
52. What do your parents do? (Circle your option)
(a) Landlord (b) Civil officer (c) Engineer (d) Businessman (e) Government Officer
53. What is name of your department?

(1) AR
(2) CRP
(3) ME (4) CH
(5) IN
(6) MN
(7) MT
54. Where did you receive your previous education? (Circle your option)
(1) English medium Institutions (2) local language medium Institutions
(8) TE
(3) Madrassah
55. Were your educational Institutions

(circle your option)
(a) Public sector
(b) Private sector
219
56. Did you ever study English before coming to university, in: (Circle your option)
(a) School
Yes
No
(b) College
Yes
No
(c) Private Tuition
Yes
No
57. How satisfied are you with the level of English you have achieved as result of attending
English course in previous years of your education?
(a) not at all
(b) not really
(c) so-so (d) quite a lot (e) very much
58. Did you enjoy your English learning experience in previous years of education?
(a) not at all
(b) not really
59. How prepared do you feel for the university English language course?
a) not at all
(b) not really
(c) so-so (d) quite a lot
(e) very much
60. In comparison with engineering subjects how important is English for you?
a) not at all
(b) not really
(e) very much
61. Would you like to be contacted in future for my research?
(a) Yes
(b) No
Thanks
220
Appendix 2
Questionnaire-2
Dear Participants,
I would like to thank you for agreeing to participate in my research project once again. I hope
you remember that I came to you at the beginning of your English course and asked you to
complete a questionnaire for my research project on the influences on why people learn
English in Pakistan. This project is part of my PhD studies at the University of Glasgow,
United Kingdom.
It is assured that your right of confidentiality and anonymity will be honoured. Please give
your answers honestly without consulting others. You may choose to leave any statement
unmarked or leave the questionnaire blank. If you wish, you may exercise your right to
withdraw from part of this study any time before, during or after the research process.
You are requested to choose one suitable option in response to the each of the following
statements. The questionnaire will take no more than 45 minutes to complete.
1=strongly disagree, 2= disagree, 3= neither agree nor disagree, 4= agree,
Please tick the best option for the following statements
1.
I wish to learn English to watch movies and read

novels
I want to learn English so that I can know English
speaking people better
2.
3.
4.
I am not as good in English as my other classmates
5.
I wish to put effort into learning English
6.
I will continue learning English even if it is hard
7.
8.
What I learn in English class helps me to use English

in daily life
In English class I feel that I am learning something
9.
10
11
My English teacher tries to make tasks relevant for

every student
I dont do my English assignments or homework
12
Strongly
disagree
1
Disagree
2
5= strongly agree.
Neutral
3
Agree
4
Strongly
agree
5
221
13
14
I prefer to use my mother tongue in English class even

when my teacher encourages me to speak in English
I learn English so that I can pass the English exam
15
I want to learn English to visit abroad
16
I want to learn English so that I can mix comfortably

with British or American Pakistanis based in Pakistan
I with to learn English so that I can become a
successful Engineer
I learn English so that I can access more advanced
knowledge in the field of engineering sciences
I want to learn English because I will emigrate to
UK/USA for a better future
Without English I can not get high social status in
Pakistan
I want to learn English so that I become part of the
English speaking Pakistanis community
I am learning English because it is the language of the
Pakistani Engineering community
I get nervous when I speak English with waiting staff
at the multinational restaurants based in Pakistan such
as Pizza Hut or McDonalds
My grandparents think that English learning is sign of
following British colonial pre-1947 values
17
18
19
20
21
22
23
24
25
26
27
I am learning English because I want to be like

British/Americans
in English
28
29
My grandparents ask my parents to discourage me from

learning English
My parents buy me English story books and DvDs so
that I remain in touch with English in leisure time
I want to learn English so that in future I become dual
national like British Pakistani/American Pakistani
I fear that my fellow students would laugh at me If I
made mistakes in English
I can easily pass the English exam
30
31
32
33
34
35
I think learning English will change my local Pakistani

outlook
English learning will make me more liberal in religious
affairs
36
222
37

38
I would like to have more English language classes than

I am having now
If I speak English people will think that I am not a true
Pakistani
It is easier for me to learn English when tasks are useful
39
40
41
42
43
44
45
46
47
My English teacher gives me the opportunity to

participate in the class
I would prefer to spend time with English speaking
Pakistani people than those who speak only
Urdu/Sindhi
If English was not a compulsory subject at university I
would not have chosen this course
I dont go to the self access centre to borrow English
books
I give extra time to learning English at home
talk about my English proficiency with their friends and
relatives
My parents think that English learning is not important
Please complete the following information
48 . What is your name ______________________________________?
49. What is name of your department?

(1) AR
(2) CRP
(3) ME (4) CH
(5) IN
(6) MN
(7) MT
(8) TE
50. Do you think that the English course at university has helped you learn English
effectively?
(Tick appropriate option)
(a) not at all
(b) not really
51. How satisfied do you feel with progress you have made in each of the following language
skills after taking English course at university? (Tick appropriate options)
Reading
(a) not at all
(b) not really
(c) so-so (d) quite a lot (e) very
much
Writing
(a) not at all
(b) not really
much
Speaking
(a) not at all
(b) not really
much
223
Listening
much
(a) not at all
(b) not really
(c) so-so
(d) quite a lot
(e) very
52. How satisfied do you feel with your over all progress in English? (Tick appropriate
option)
(a) not at all
(b) not really
53. In comparison with engineering subjects how important is English for you?
(Tick appropriate option)
a) not at all
(b) not really
(e) very much
54. Do you think you are going to take any English language courses in future too?
(a) Yes
(b) No
55. If yes, which courses?
_______________________________________________________
56. If no, can you explain reason? _______________________________________________
Thanks
224
Appendix 3
Interview-1 Transcriptions (62 credit hours were completed in From July 2010
Nov/December 2010) 15th Week of Course. Interview-1 was conducted in second week of
course and completed in first week of August. There are 04 classes per week. Minimum
requirement is 52 credit hours. However, teachers normally take extra classes until the
semester is over. The credit exceeds 60 per semester.
(A) Tell me about your English learning Experience so far?
1S1: sir ee It was not so good because sometimes we were interested and we didnt get
chance to learn anything but then we got the chance we were not interested. Sir.. I think It
is based on the base umm. Your base should be good my base was not so strong when I
changed the school I got some opportunities but I was not confident that much that I could go
ahead.
1S2: Sir its nice because I was in English medium school so teachers used to talk in
English teachers talked in English but then I just kept learning when I came in level up
teachers left and level was down of English language. it was about environment I didnt
get good environment in college there was nothing like English. Sir umm may be the
environment its about teachers who cant speak in English.
1S3 when I was in school in primary classes it wasnt so good because It is like I belong to
small town and there was no school but then I had good teachers lecturers there I had
confidence to speak and write English to go to the dice. I had very good teacher he used to
guide. He used to say whether it is correct or wrong just speak. So by that I got the confidence
now today I can speak I can give presentations. In college syllabus was ok but.. Because my
based was good I took part in debate competitions.
1S4 umm well my background is from private institution schools so therefore my English
when I compare with students my English is better than them at university. I have been to
various English institutions like Berlitz and got tuition classes. umm they have been wonderful
as for their grammar and accent was concerned in school and college but at university I dun
see that kind of standard. Ye due to the private sector and government divide there is a huge
difference.
1S5 enmm English language.. my basis is sindhii and I will English learn . English is important
life step for every student hmm..I learned in sindhi medium school and colleges so it is first
time I am learning.
1S6 umm aa when I was in school the teachers taught grammar but not on language
speaking power so I didnt hav e great experience in schools and colleges of learning English.
1S8 English language or any language is learned through practice but bad luck is we have
different systems in Pakistan and standard and educational standards we have different
courses so everybody has no uniform standard..i was from private from primary but situation
was different in private sector and atmosphere was very good..during initial period I never
understood my class fellows laughed at me but then I did not stop speaking right or wrong
225
and then I improved..learning experience was from 6 to matric..but then bad luck in college
was there was no concerntation on English teachers used to give lecture in local languages
not English..in college I didnt learn anything in English
1S9 I have attended English classes in my school and they were very good but in college and it
was government college and they didnt concentrate on English than other subjects so I dont
have good experience of learning English at college level.
1S10 sir my English language learning experience was very well I did my matriculation from
beaconhouse and they used D syllabus and oxford syllabus used it was cool and awesome
experience but when I came to college level I didnt have good experience because teachers
are not well qualified and now I am taking English course at the university and it is gona be
very useful for my studies..for now it is awesome and the teacher is very much hard working
to help us improve vocabulary pronunciation grammar and everything related to English.
1S11 my English learning experience has been good I got education in English medium
schools but I am not satisfied with teachers because they are teaching us on subject level on
teaching plan sir I want to learn English more and more to broaden my mind and
communicate English people.. I am not concerned what they do or what they are I am
concerned with what they have done in different fields..I am deeply thought that English
people are doing something every new inventions coming from tat people and I want to learn
EnglishEnglish language environment was good at college we had two English labs in
college but teachers were not enough from 5 th class to inter level and we were bored we
wanted faces and new thoughts..they put their thoughts in our minds.
1S12 first of all thank u sir for making me part of your study..my English learning experience
so far has been good. I enjoyed my learning English the main reason is that I can
communicate I can deal with people..school college was bit low level but it is good for
educational standards in Pakistan..my own experience in school and college has been good I
got good teachers faculty what we can say that environment of English learning classroom
was good so that we could communicate and share our ideas with each other.
1S 13 well sir emm all experience I had from school life was good but it has not been helpful
because I was from small town so teachers werent good..at school there was only focus on
grammar and nothing on spoken..so it wasnt so good..and I didnt attend college I was in
government school..I got as much from teacher as I could I also took tuition he encouraged
me to read newspapers to watch movies..at for my university experience I have just started
but it is very good teacher is teaching us proper way and he is helping.
1S 14 emm I had the English learning experience from my teachers and from the learning
centres they give me opportunities with persons from British who talk English that was good
for meyeah it was good I had more from school and college they gave me learning and
helped to talk English and they helped me in reading of books and they gave me good
opportunity.
1S15 language learning experience was struggling and hard because I m from middle class
family and my parents are illiterate ..I didnt learn anything from parents side but then I
realized that without English I cant move..I started my learning and with that dedication I
226
had a craze that I had to learn it and now I have learned it..my previous school and I was from
private school and college teachers were amazing and had good environment of English
learning and I improved..
Based on your English learning what will you say about your expectations with English
learning at Universtiy?
1S1 : sir actually our teacher is very polite. She gives everyone a chance to speak in the class
we have that environment and chance to improve English. I will say 50 percent it depends on
teacher. The teachers are more capable they influence us to learn more. I am interested in the
course but I am not sure If I am prepared.
1S2 Sir learning English at university is important. it helps us to build confidence in future..
we need it for job. it is important now a days to speak in English. With this course I think that
we might know more.. we might have more confidence better than now. No it is just
confidence for nothing, I want confidence and it is symbol of confidence to learn English.
1S3 In university in the beginning there was no scope for English no subject of English was
there. Other subjects were in English so I had no problems. But now we have English as a
subject and I want to learn a lot. I am learning now
1S4 since I have done a lot in school in university m not expecting that much to gain but lets
be positive teachers in face are nice.
1S5 I think eemm English learning program and centre is important for every university. it is
for students help.. and important of students to learn. For important future for a student is is
important to learn English. It is important that course should help us in future career and help
us in studies.
1S6 umm it was our teachers in university help us in learning English and encourage us they
give us time to communicate in English and they ask us to give presentations and projects in
English so there is good expectations. And there is a difference in learning English at school
college and university of course.
1S8 My expectations are too high but I dont think it will be met..in university I think
whenever anybody speaks in English others specially (political comarades) will say I am
showing off. Even in English class they force to speak English but students prefer to remain
quiet than to speak English..it is bad luck
1S9 English in university is great in engineering points of view and all subjects are in English
so it is necessary. it will help in way that if we go for interview and communicate with
directors officials in English. So I expect it will prepare me to communicate effectively with my
future employers
1S10 the course is totally great and we are getting books from library and getting
information..and teacher is great and he is delivering everything in English because English is
important language of 21st century..the environment in beaconhouse was awesome but
college not good at all..the syllabus of college was from local board and it was not useful
227
1S11 at university it is pretty good well I will say..our teachers are good at university..I am in
first and you are taking my interview and sir it is my honour to talk to youthis course will
help me in future it will help means I want job they will talk in English and English is best and
we want to communicate so thats why
S12 emm as compared wth school and college learning English at university I s higher level in
m opinion English learning at university is very important for me..past was the based but now
we need pillar of englihs..and university helps us and identify our needs..my expectations are
v high but throughout in initial classes I think my level is up in comparison to other students..
1S13 expectations are good because teacher is good..he is emphasising on reading he is
emphasising on writing listening and speaking so he is doing everything to help us..and I am
very much prepared to take this course and I am willing too.
1S14 I am expecting from the higher teachers in the university coz they are giving more
information about uni environment and they give more information from English..now I want
to do learn more and to speak English very strongly and it is my expectation
1S15 my expectations are v broad and high because before coming I thought everybody
would be speaking in English and there would be v good English speaking environment.. but
then I found v different situation at my department level.but then whenever I saw ELDC
department then I found that environment is good and power to improve our English..
(B) What do you think are reasons of learning English?
1S1 Generally in Pakistan we learn English because we have to get jobs even so many people
are willing to go abroad so that have to learn it. Sir Its different rations are there. There are
different thinkings some say it is for job for passing examinations some for going abroad. I
am doing it because I am interested. We also learn it because it is language of Pakistani
Engineering community.
1S2 In Pakistan it is important to learn English be people think low about u when u dont
know English or u dont speak English people think that you are not educated. For job and
..Going abroad like for just talking anywhere like even for net English is used. I watch movies
and I am interested in English. I listen to English songs but I dont read much.
1S3 Generally I think it is way to communicate to everybody whether u r in high or low society
if u know English u r comfortable and confident and respected. Umm being an architect it is
important to know that. I dont know how to speak Punjabi or other languages but it is
important to know English to communicate to my client. I do listen songs watch movies it
helps me lot to learn and I have learnt already so I can get what they saying. It is also
important for job and career.
1S4 generally the reasons I guess like when I see seniors star learning English that started like
that but it is need of generation in current time but when you speak fluently it shows your
status what I think.. as for as at university all papers are English u cant do well in papers as
for as engineering is concerned all engineering is in English we need to grasp of it. In Pakistan
it is not language of Engineering community but yes if someone goes for higher studies like
228
PhD abroad then they would need English. I mean I dont like reading novels I watch movies
and listen songs I just I guess student should know how to speak and write English just for
passing the papers
1S5 because every subject is in English and when u know well English so u r successful in
future and and subject and u understand subjects lecture easily.. you listen well u will try to
learn English
1S6 I think ee English is an international language and it s good for us its purpose is to
communicate something to others there are too many foreigner s in Pakistan and clients ask
us for projects so we have to communicate like Sudanese etc. yes it is language of engineering
community..ti job we have to earn English and after 5 yrs I will go in professional life I have to
speak in English and I should have power of English to deal my clients. I am not interested in
movies and songs I focus on newspaper and English newspaper I read it and understand it.
1S8 Every language has own charm and English is international language if we are in
Pakistan or anywhere there are educated..we can survive in every environment regardless of
profession if one knows English so it is important to learn English..Our all subjects are in
English and what our notes or books are saying we must know English it is important for
student..Being engineer it is basic thing.. the strange thing is that even if we are good
engineers, know about our field but we dont have good English we cannot survive in that
environment..If we speak local languages the employers will think that we have just learned
technical word in workshop or low graded shops but have not acquired degree or our degree
is fake.. I have option to emigrate abroad but this is not my aim..but if I want to be part of
multinational I need to learn English because every bylaw, every tender notice everything is in
English. Yea I am not interested in movies or music..the sole purpose of mine is to be
recognized in society so I need to learn English and I simply dont wanted to be regarded as
uneducated and illiterate just because I dont know English and I dont have sufficient
knowledge of English
1S9 It is necessary in Pakistan and in whole world the people learn English to communicate
with friends teacher friends and employers.. English is common language and it is sign of
unity among people in Pakistan as well as in the worldsir from engineering point of view
engineer must know it..if he gets selected there he is gona need it..it is language of
engineering community.. Based on mood I read novels on internet.
1S10 The reasons of learning English as this time world is going fast and inventions are being
done so it is because of necessity to learn English..it is necessity for every human being..it is
language of community of engineers..it is for every job interviews tests lectures everything is
done in EnglishI watch tv and movies and read English books infarct all books are in English
so it is become integral to learn English
1S11 the basic reason is to learn English for job and career little.. but then learning only
English does not guarantee job..our subjects are in English so we learn English through
them..of course it is part of Pakistani engineering subjects this is era of engineering and all
engineering subjects are in Pakistan if we are weak in English we wont be able to
communicate with high profile people..I want to learn English only to communicate to English
229
people and my basic thought is if I learn English I go there and I feel I want to know what thy
are thinking about us not for job or anything else I will come back to home but I want to know
what English people think about us
1S12 actually Pakistan is country where poverty is increasing day by day and to decreasing
poverty and increasing literacy rate learning of English is very important..learning English
helps us to deal with international worldsimply to communicate and deal with international
community and the we are the engineers and the engineering community speaks in
Englishit is language of Pakistani engineering community because all the engineers and go
through the research work which is in English..it is language of the engineering council in
Pakistan and language of the engineering community..I mean Pakistani community in
Pakistan speak English but professionals speak more..Common people speak local languages.
1S13 there can be many reasons how we use English whether we want to communicate or
would like to be shown as respected person in society but as for me as I am going to be
mechanical engineer so all the work in English so it is international language and we required
to be good English..i learn English because I love to write read and listen English thats why I
learn it.it is helpful for job for presentations and meeting all things will be in English..and for
immigration English is important..i want to part of Pakistani engineering community. I think
so it is langue of Pakistani engineering community.
1S14 reasons for English language for to talking to British people and reading newspapers
dawn like young world and collect information from net and to understand English people
and people form other countries for networking..emm when I will go to the interview for job
they first see my expression my personality and my talking and if they are impressed by my
English and they will give me benefits in salary and benefits..it is language of engineering
community..I am also watching movies of the British and the television.
1S15 amm the general reason I learn English I want to improve my personality I believe that If
I lean English I will improve personality.. my talking and walking style will change and I
decided to go abroad and I want to speak like foreigners..i want to be part of engineering
community..engineers dont have to only for one language community and he has to work for
whole the world so it is v necessary to interact with people who speak in English and there
must be great requirement for those engineers who can interact in English and can deal with
peopleye it is also reason that I am very fond of watching English movies and songs and by
learning English I enjoy bolloywood songs and pictures
Tell me what is the role of your parents and grandparents in your learning English?
1S1 Sir they are so much supportive because they didnt get too much opportunities in their
lives so they want me to do it. They are encouraging. If I ask for any books newspapers even if
I say for going for English language centre they help me give money. They also feel proud of
me when they talk about me in English community.
1S2 My parents encourage me a lot especially my mother she always promotes me I am little
afraid but my mother always helps me. They just make me understand I must not feel afraid.
230
Whatever I say for learning they provide me like books Cds. my grandparents promoted me a
lot now they are no more but my grandfather used to encourage me a lot in English learning
1S3 the role of parents is v nice they help me and encourage me they sent me best school
college and English language courses cd good dictionaries and cds for learning English. They
feel very proud when I tell them I speak English and give presentation. It pleases them so I
learn it too. When they were alive they were happy English is symbol of confidence so they
were happy my being confident.
1S4 well my grandparents neither forced me no restriction if we spoke English they felt good.
My parents really want me to speak in nice manner so they encourage and my parent sent me
to private institutions for English. I won competitions. Yes I said bertilz I have been twice
1S5 yeah umm our home plays important role in helping us English coz my parents think of
good future for us so they are v supportive.
S6 actually aa my focus me to learn English aa as I belong to small village though my English
is not good yet but our uni teachers encourage us give us time and they help us gain good
experience of learning English. Yes encouraged us they give us topic to present in English and
give reward. I do learn it to please my teacher. When I was in matric they bought me English
guru and asked me susi u learn it and gain know and..they fund my studies and sent me to
centres
1S8 my parents have great impact on my life they always encourage and provide me money
wherever I want to go and study.. They paid above than their capacity to help me learn
English..In Pakistan there are language centres in every street but they dont have any good
teachers and standards..they could be improved by atmosphere..we cn improve our English by
creating atmospheremy grandfather died but he always encouraged.. Anything I ask my
parents they [provide..Specifically about English language if I say they always provided..if I
needed any books of English they always provide and encourage.
1S9 My parents suggest me to learn English because they think it will help me on every stage
of life but my grandparents dont suggest meno they dont suggest and encourage me..all
others cousins, brothers etc encourage me..our whole family is from Pakistan and we are
sindhiz so they think that we should speak sindhimy parents give me net facility so that I can
talk to people in English and I read novels and newspaper or watch BBC..my parents feel
proud when I speak in English and they feel I am successful in studies .
1S10 my parents and grandparents both encourage me and my father encourages me to learn
English as he is doctor so he understands that English is everything in this century..he
convinces me to go abroad for higher studies and I am going to do masters from London. I am
going to need English for my future studies and interacting with people there in foreign
countries too..they give me money to learn English they arranged tutor for me to learn
English..Overall they re very supportive of English..my grandparents are so old but they
always encourage me for learning English.
1S11 my parents are keen that I learn English..my father said once my son listen my advice
read English newspaper to improve ur English from that day I have been reading ..in 2007 my
article was also published in dawn news..they help me in everything in life..if I want admission
in institutions or any kind of learning and they gave me fee and asked me learn itmy
231
grandparents also want me to be educated..they were very keen to see me learn English for
futurethis is little bit on our side that our past with britishers they they were our masters but
that is thought of our elders not ours our era is different and we understand importance of
English that without this we cannot move. But slowly and gradually they will understand too.
1S12 my father and my mother are very interested in my learning English..aww my
grandparents my parents told me that they were appreciative of learning English they helped
me guide me care for me look after me and guide me throughout my career specially English
because they know that because of English I am going to make it..they think that I will be good
engineer if I am good in English..English is beneficial not only for me but my professional
community me and internationallythey look after me for my own English guidance they
bought me cds books and they helped me improving my communication skills.
1S13 my father has been very helpful to me in speaking and related whenever we wanted to
learn English he provided books videos and reading materials and gave us support in reading
and talking..he himself is good speaker of English ..i havent seen any negative type of
attitude..my grandfather encouraged me also..last time I had an interview with DDO officer
who is friend of my grandfather he very much appreciated when I spoke to him in English..my
grandfather was very happy and he said that my grandson is very intelligent because he can
speak such a good and fluent English
1S14 emm exactly I am telling u that my parents are and my grandfather are living in village
and they are not interested because they dont understand English I am in city so I need to
learn English it is important tof me not for them..I dun have any encouragement from my
parentsyeah it is ..in our country the persons who talk in English they will be in high level
and they will have more respect
1S15 my parents are illiterate and my grandparent died..then there is a v nice behaviour but
my parents always encourage me and they feel glad when even I speak one sentence in
English..they are v encouraging parents when my grandparents were alive they would always
encourage mewhen I need anything like books cds..i told them these days internet and
computer are v important for learning English so they even arranged anyhow thought they
didnt have money..i always feel proud
What is the learning atmosphere in your English class like?
1S1 Sir it is very frank all time matlab (meaning) everyone has chance to speak. Sir according
to me colleagues are interested and serious about learning English it will help a lot.
1S2 its so frank eeh everyone has chance to speak we always wait for English class so that we
can open our ideas.
1S3 very superb and v interesting. Madam gives us time and she encourages us a lot. Give us
time.
1S4 in university well sorry to say all English students are not encouraged they speak sindhji
or urdu.
1S5 umm every students speak in their mother tongue sindhi urdu but some people talk in
English to each other in English
232
1S6 umm some of teachers in English speak in urdu but our mam she always speak in English
and asks us to give answer to speak in English.. she gives chance to all students to not one or
two students but almost all the students.
1S8 English class the teachers are good but students are not of that calibre of understand..All
the students sit in English class like dummies and like deaf and dumb..They refuse to speak
they prefer to keep quiet in class then speak in English
1S9 sir English class Is totally great atmosphere but when students arent in mood then they
make noise so teacher adjusts in that atmosphere. We are like brothers and we dont have any
problems
1S10 the English class environment is good not better though because the back seaters are
always noisy and professor we got is great personality and he makes us understand and helps
us improve our grammar and vocab
1S11 if w have proper atmosphere of English we learn English..in our classroom classmates
are not doing or talk in English..they always say if we speak English we will look like angrez
so thats why we are not progressing fast.
1S12 English class is very good class because teacher entertains us with different things he
gives us topics and gives us time to communicate..and he helps in presenting our group ideas.
1S13 here it is quite good but need more polish creating an English environment..that.emm
students have less confidence in English they are shy and they havent spoken in English in
previous years thats why there are shy..i have been using English and I am confident..
1S14 emm in English class our teacher take us in group or talk in group..and we exchange
feelings and environment to each other and it is good environment..
1S15 English class there is v good environment best..most students are away from activities
and they dont participate in activities thats wrong thing..
Tell me what kind of tasks you do in your English class?
1S1 there are tasks related to articles vocabulary. Right now we are writing articles.
1S2 They are many tasks like articles vocabulary making portfolios they are different act ivies
1S3 till now I have participated in newspaper articles presentations I try to participate in
everything group discussion.
1S4 yea presentation discussion there are assignments etc. well I speak English as I speak
Urdu or sindhi so I dun find any difference I feel as if English is my language.
1S5 umm yeah class presentation group discussions. Any topic discussions, current affairs on
Pakistan and I take part in every presentation and question
233
1S6 yes case studies and group discussion..we take an interview from other person and we
collect the questionnaire and they give answer to that and we present case studies in the class
in English
1S8 we have group discussions and presentations..we were five group members but only two
were discussing others were quiet.
1S9 presentations. Grammar and vocabulary I purchased book to improve in pair and group
work.
1S10 fulfil assignment presentations on multimedia and debate competitions
1S11 in our class our teacher is v good he always go for assignments group discussions.
1S12 group discussions, presentations learning emm going through literature and functional
and many more things
1S13 we are doing on vocabulary and enhancing techniques..like mam gave us articles and
take out difficult words working on homophones..we did it individually..Discussions havent
taken place at the moment.
1S14 ok I am talking emm titles of the Dawn news and I collect and make assignment of that
umm I take lecture frm them and I give information to my friends..in pairs and groups we do
it.
1S15 our teachers give very good tasks like words, articles and vocabulary and structure of
sentences..she says this way u can u can improve
What do you think about balance of English and Engineering classes?
1S1 I dont think there is question of balancing you have to learn it. There should be more
subjects. At the moment this is fine. This is base we are getting. Next level we might need
something.
1S2 I think English must be in each term it is not language to leave.
1S3 because of English I am able to study other subjects if English is weak so I cant learn
other subjects. Personally I think English is subject we keep learning in all your life there
must be more subjects.
1S4 uhmm well I guess it is enough.. Students show their interest during semester so I
therefore it is ok. I think we are focusing on grammar and not on speaking or writing in that
case English is ok for a semester but If courses are introduced for accent and writing then
there should be more ssujects.
1S5 yes there should be more subject. No balance is not okay. Every subject is in English so it
is difficult to understand English. There should be more
234
1S6 English is important as other subjects.. English is our mother tongue and we can speak in
English in our whole life we cant say it is for one semester it is or whole life..There should be
more ELT subjects and credit hours for us.
1S8 Our all engineering subjects are in English and they both are equally important. since
nursery to Intermediate (grade 12) we have English in every class so I dont think but I think
there should be good atmosphere our teachers should give lectures in English and I think
there could be more interaction with English language teachers during our 4 years bachelors
degree in Engineering.
1S9 it is ok that English should be in one semester and I dont like English.
1S10 no no it should be in all eight semesters because it is being used worldwide..Pakistanis
do not know how to correctly pronounce or use correct vocabulary so English should be
present in all eight semesters during our studies
1S11 yes sir it is enough because from kg to intermediate we learn English and we also take
classes this is enough.. Balance is ok.
1S12 there is no comparison..English is international subject and actually engineering is
based on Englishbalance is good..Every engineering subject in English..
1S13 well I think that there should be more English classes in semester but we have to learn
mechanical subjects too but it is important to take out all minor subjects which are not
important and emphasis on English. I think there should be more subjects till third and final
year.
1S14 yes it is..but it is very low for engineering..if you struggle more you will get more..yeah I
want to hve more subjects..in engineering all subjects are in English..
1S15 all subjects are in English..even the lecture delivered in English so we keep listening
it.no balance is not ok it should be all over BE..it is only first term and it is not enough
Tell me what is the role of your teacher in your learning English?
1S1 she has one thing everyone has to participate. This is the thing that encourages us to
participate in the class. She gives us homework, encourages. Ok you are making mistakes go
ahead you l learn it. She says v good (praises).
1S2 she promotes a lot and she encourage a lot first we thought we wont talk but now our
ideas are changed. She just praises us and tell us to speak wrong or right we have to speak.
1S3 the role of teacher in university is great. She praises gives rewards and I learn it
sometimes to please her I take part in act ivies we get courage.
1S4 um in university we just started but they are trying their best ..if we see students status
they are from government sector and rural villages so teachers have to take everybody along
so they are trying their level best. They should reward though they are not giving teaches
should be doing this they should encourage students but basically students are not showing
interest. In future if they did I would let you know
235
1S5 umm role of our English teacher is v good he motivates every students and every students
takes part in every activities umm he helps us. Yea he encourages every students and gives
reward.
1S6 please teachers and they help us reward us aot..reward, award help support.
S8 teachers always have great impact on students lives even when kid goes in nursery class
teachers always do things to help..Teachers encourage a lot..even in Christian school there
was good English classour teachers try to create atmosphere but students dont
understand..she sometimes gets angry and says that how will you improve English if you dont
speak now..they prefer to be silent in the class.
1S9 teacher guides us in great way and he guides us and supports us.. Teacher is like mother
or father who helps us speak our mother language so teacher is our parent who helps us speak
English same way. They bless us like our parents. And pray for our better future.
1S10 he is great he assigns us to purchase books to improve our English and pronunciation
increasing our vocab and he makes us understand everything whenever he is in class he
always goes for presentations and discussions and gives presentation on multimedia..he has a
craze to help us improve our English on any cost..he gives us good reward he never
discourages us he always encourages us and when we make mistakes he says better luck next
time and it is not a great problem.
1S11 they encourage us in different ways sometimes they reward us they ask us to take tea
with us on good performance on writing or presentations.
1S12 actually our teacher is.. he has great rules for learning class and he modified our
English and tells us to communicate as much as we can..With great confidence he tells us not
to be overconfident in the class and share ideas with us..our teacher says that everyone is
equal I dont think that I m superior or other is inferior we are equal and we are learning
together and credit goes to our teacher.
S13 teacher is v hard working and emphasising and she is doing everything to help us.. Really
emphasises on and strict behaviour to those who are not doing any assignments. She praises a
lot and encouragesyes sir because ever teacher thinks that if I am working hard on students
he should learn something so I do my best to make my teacher happy to learn English.
1S14 emm he is always talking in English and says to others in my lecture never talk in other
language and it is not good for youemm she always makes us work in class and we do it..ye
there is a family environment in the class..she praises and encourages us in learning English..
1S15 my teacher is very good and she is playing very crucial role in developing my language
skills. He not only improves our language but mostly students are not interested she tries her
best to improve our language..she encourage us a lot..she told us the trick to improve our
basic and then go forwardshe also praises alot
What do you think about learning English in relation to Islamic principles?
1S1 Islamic principles dont impact anything. I dont think it changes anything
236
1S2 It dont affect Islam Islam is a religion and English is a language it doesnt affect. No they
dont intermingle and they cant intermingle.#
1S3 I dont think it affects Islam by learning English or going to foreign countries it doesnt
affect these are separate things. Even I can convey my religion to foreign people through
English and If I know English I am doing service to my religion. I can convey and learn more
books in English for Islamic religion.
1S4 a well this is kind of foolish question see there are number of Muslim residing abroad
what I think they are more Islamic than us or English doesnt matter as for as religion is
concerned religion has no boundary but it does not affect.
1S5 I think no.. Thoughts dont change.
1S6 I think English doesnt affect islam if we are serious in our religion it wont affect our
Islam.. I think just my thinking is that....
1S8 Islam emphasis on learning of many languages. Prophet (BPHU) the sahabia karam
(followers of Prophet) were sent to different places and countries to learn different languages
so that Islam could spread in those countries too. If they didnt learn other languages how
could Islam have spread in other countries. I think same is the case with English, I think
English is the most powerful instrument through which Islam can be preached and It wont
affect our religious principles.
1S9 actually Islamic principles Islam in Arabic and English is other thing..if you r taught
English it is not necessary that you forgot Islam or If you learn Islam it is not necessary that
you have to leave English they both are different things..it is not necessary to go liberal. Many
Islamic books are in English like sahi bukhri tranlstion (Hadiyth of Prophet Mohammad SAW)
1S10 no no religion is another and language is another thing there is nothing to do with any
change..
1S11 Islam cant stop to learn English or any language basically language is to communicate
only if we are if we go abroad and speak and look like them it is not Islam..Islam permits for
studying for communication only only for knowledge..not for being like them..but English
doesnot affect Islam at all
1S12 Islam havent said that English learning is bad our Prophet (PBUH) said that learn as
many languages as you can so that you can communicate with other people so Islam does not
ignore other languages.
1S13 well you know that English is international language and take Islam in other societies it
is important to learn English to present our Islam in international countries..it doesnt affect It
is way of communication what to say..I think it is not taken in negative sense in our religion
1S14 emm in Islam principles it is for the umm if you go abroad and you talk to people about
Islam how can you tell if you dont understand English..you can tell about Islam and peace
and knowledge if you understand English you can satisfy other persons about Islamic
thingsumm I am always obey prophet PBUP it is emm good for mankind to obey..HE says
237
that if you learn anything u should transfer to other persons by others but if you dont know
English we cant do it.
1S15 there is a relation between English and Islam..Islam does not stop us from learning
many languages there were many people who knew 7 to 8 languages and English was
included in it..Islam is a v much forces on learning and English is not forbidden thing.
What do you think about English in relation to Pakistani Identity?
1S1 but it does change Pakistani identity. There is misconception about Pakistani when they
can speak English very good so other might think that they dont belong to Pakistan. I cant
say much about this.
1S2 no It doesnt change. Just for speaking it cant change outlook but It can change
thinking. It brings positive change.. we feel confident that we know something.
1S3 I dont think so I am Pakistani and I am proud and I dun think it does not affect it creates
standard but dont affect ur personality it builds image.
1S4 umm well people in Karachi or big cities people speak English in Hyderabad I dont find
many people speaking their accent is not good.. English speaking is not linked to Pakistani
identity because people dont know how to speak English they speak local language. But
when you speak English people think you are intelligent the image of the person who speaks
English is always good though he is duffer in other things.
1S5 Pakistani identity changes we become westernized. When every thought is changed and
language is international language..American or European you know well English we visit out
of country..so my culture and identify changes.
1S6 yes aah it becomes ..If we learn speak frequently If we speak continuously our way of
dressing way of speaking and our standard will change.
1S8 Pakistan we have English as official language and it wont hide our identity it is our
official language.
1S9 it depends on human being..If our outlook is different it doesnt mean that we are looking
like foreigner or if we are wearing shalwar kamez it doesnt necessarily mean that we are
sindhiz or Punjabis..Language doesnt change ur culture or identity at all.
1S10 no it doesnot change it simply shows that we are educated and if we are able to write or
speak English we are shown as we are educated and this doesnt depend whatever we wear..it
doesnt change our identity.
1S11 yes..if we take English as for communication purpose it is ok but if we take it very much
seriously and look like angrez people thats not ok..if we learn English to communicate and
what we have in our minds and inner body to show them..we have to show them we are
this..some people change..Alhamdullilah I look like Pakistani and I am good in English I dont
change my Pakistani outlook.
238
1S12 English language changes our thoughts and views and it gives us thought to how to
improve our views and look after views around the world it changes our interior and exterior
and it is positive.
1S13 no no national spirit always remains in heart we are Pakistanis we will b Pakistanis..
world is going ahead and we are still behind so we hv to do it..It doesnt affect Pakistani
image but English builds Pakistani image rather..we will be known in Pakistani if we spoke
good English.
1S14 umm it is emm relation with person with English and that..our dresses are changing
because they want to encourage our mind and our activity and our personality because if we
change our personality our thoughts change and this change id very positive and I will remain
Pakistani I wil not change my Pakistani identity .
1S15 emm English language learning in relation to Pakistani identity is very important in
Pakistani mostly from erra 1999 to 2009 people were encouragedEnglish learning improves
my ideas my personality..i want to speak and I want to think in English and it will not change
my Pakistani identity.
Tell me how you work on your English to make sure that you make progress?
1S1 Sir I read
1S2 umm I just listen songs and I watch movies just this and..
1S3 I do read books and read stories books novels watch movies. I also study vocabulary even
on my cell phone to learn words.
1S4 umm well I dont do much but I speak as if I speak mother tongue but I feel my listening is
not powerful but I dont think it is that important. I normally dont need to assess it.
1S5 umm progress in English sir..I try to watch movies to understand and read dawn and I go
to ELDC and watch BBC and listen songs. I try to listen and understand
1S6 I think English language increasing our standard and that makes us prominent in all over
including my class. If I speak good English my other fellows will think I am the prominent
student in the class and they think that I am great student. It gives us confidence. Media helps
us to speak us net and computerIf teachers convey their lectures in English it will help us
improve our English
1S8 If I or find any hurdle or hardship I dont refuse to ask for help..I feel problem of accent
which I dont get..I think I can read newspaper and understand my subjects..When I talk to
person more educated than me I assess my language skills and think that whether I need to
work on English or not
1S9 I work hard..I improve my grammar my grammar is weak my pronunciationI check my
English by talking to high level professors on internet and some other people who speak better
and my colleagues whos English and pronunciation is better than me.
239
1S10 I just purchase books for grammar to improve my vocabulary and my speaking my
power is low so I cant compete I talk to my professors and friends who are abroad and talk
to them..but still they are little bit better than me..I feel confident and I dont feel anxiety or I
feel shy..whatever I am sure God is going to help me out
1S11 sir see you are taking my interview..this is my progress that you are interviewing me..I
read and buy books and in one or two weeks I will improve I read English newspaper I
frequently progress..
1S12 emm to make myself feel that I progress I watch cartoon and movies read novels and
read dawn and that is big achievement of Pakistan tat it is being published in Pakistan
1S13 to me ..I have learned English and I have watched lot of English movies ..When I was
young I used to watch action movies.. Now I watch all kind of movies or drama type of movies
it gives me good pronunciation and vocab
1S14 I have umm shown in my environment I have little more confidence in my spoken
English..yeah I am talking to few people through mobile and chat and use internet with frens
in English and I assess like this
1S15 English languageI I from my 6 class I have improved English from internet and
computer I had craze even I find paper of newspaper I always find meaning and I use it in
speaking English..This way I progress
Is there anything else you want to say to me about reasons of learning English?
1S1 I think we will be on other level after this course. My English would be good after this
course. It is lack of confidence which is problem in our generation. Our teacher encourages us
this helps us building our confidence. (Thank you Marvi)
1S2 my grandparents promoted me a lot now they are no more but my grandfather used to
encourage me a lot in English learning. I think it depends on environment u make it like
illiterate people it will not be good. It depends on environment how you make it.
1S3 I think many reasons to communicate standardise myself to build my image to make me
more prominent in the class and encourage me give me confidence among people, other
students also learning if their base is not good then it is not prominent English makes
prominence and it makes my future bright.
1S4 just because one should or has to study well. In environment where English is common or
abroad or one need to make ones outlook better one has to learn English.
1S5 umm yeah it is also important for going abroad and visiting foreign countries.
1S6 I think reasons are we can improve our professional life not the student life only..thats
the main reason to learn..to communicate our ideas our work thats the work to learn English.
1S8 learning English plays great role in life we can be successful and it is key to success ..in
government sector people have good English and they are being honoured because of this
language proficiency. So for high social status and career it is important to learn English.
240
1S9 emm learning of English main reason is it helps us in every stage of life from school to
any level so we need to learn English.
1S10 English is necessity and everybody nationwide should learn English because it is
worldwide language..it is most necessary to learn English
1S11 sir..Learning English is good my advice I think that only we are here to read English or
study English..and English is only for communication and for nothing else
1S12 to communicate to deal with people international and English is language of engineering
community so that we communicate with them we have to learn English
1S13 aww..I dont think so..
1S14 yeah there are more reasons if we study English books it is good for us..Two or more
persons talking in English and we cant understand and it is shameful for us if we cant speak
in English..
1S15 yeh English learning is v important and my learning is example for others and I have
struggled in hard environment so everybody should lean English whether the environment is
good or bad you have to struggle and learn it
End of Interview-1
241
Appendix 4
Interview -2 Transcription (62 credit hours were completed in Nov/December 2010) 15th Week
of Course. There are 04 classes per week. Minimum requirement is 52 credit hours. However,
teachers normally take extra classes until the semester is over. The credit exceed 60 per
semester.
(A)
What will you say about how you feel about your overall English learning at University
from when you entered the course to now when you have finished your course?
2S1: sir experience was very good I think because the tasks we were given out writing
speaking in the class because of this we were encouraged to read a lot for me it was
encouraging because I am much confident. Course was helpful.
2S2: for me it is the same experience as I was as I am. No change
2S3 umm before starting my course I had litttle know of english but now I have much more
knowledge like how to speak write how to correct my grammar how to present myself. I was
given many more tips given by teacher and this has helped me increase my confidence so I
have improved a lot.
2S4 sir I cant find any progress in language I havent made any progress I wont say it is
good or bad.
2S5 umm I am very well with English now and I think it is important for every one if every
person knows English his future progress will go. Umm I have improved in reading and
writing skills and I try to read magazines and listen video programs and I am good now I
wasnt before.
2S6 actually I feel that English learning is most important in life in Pakistan after coming to
university I have improved myself by presenting in class by speaking and reading novels and
reading Dawn etc..enmm actually there is no difference I think so..not at all..but the change is
that I have improved myself I have better English speaker after taking this course.
2S8 there are two different experiences my past which was very boring and not useful and
now at the university. Here at the university the teaches are v competent and they wish that
students should cooperate with them but unfortunately we dont cooperate.. the students
escape from hard work and they dont get good ideas. This course was very beneficial for us
we have tried a lot..but we havent got full benefit of it. Teacher was very cooperative and she
was already very happy to help us and we were lazy.. there are very major improvement
present in us though we were not punctual..in every class there was new thing for us to
improve our English.
2S9 when I entered the university I thought my English was not good but now I feel I have
improved I can write letter paragraph prcis in proper way many more things about English
before this..Before university I didnt have language power
2S10 In start I didnt think that English is important subject for our future but now after
completing the course I think it is important course and English should be taught in all eight
semester presently it is done for a semester only..we had great knowledge of English and our
242
guide our teacher sir shaukat helped us a lot who has good vocabulary and great talking
power.
2S11 now I am I have improved because this course was helpful for us and for our
improvement.
2S12 actually I had some views about learning English that it was very difficult language but
now when I have finished my course I thought that it is not difficult it has become easier for
me to understand and learn it and I have learned more in comparison when I entered
2S13 well when first time when I came to university I had many problems regarding English I
lacked vocab and lack of confidence speaking and writing but I took my English course I got
confidence and regarding grammar vocab, pronunciation, reading writing and everything was
helpful.
2S14 I am very happy and I will appreciate my teachers to encourage me in class in previous
classes I was not good in English now I am better in it.
2S15 when I came to university my English was not so good but now I feel confident.
(b) What were the most helpful aspects of English course at University?
2S1 It was again the tasks course topics different writing skills portfolios group discussion
group presentations now individual presentation were very good. We were not confident at
that time matlb (meaning) we cant speak at that time but now we can talk confidently.
2S2 the way of teaching was I think effective. Actually way of teaching was only effective.
Activities we are having class discussions portfolios etc.
2S3 it was helpful on grammatical point of view I was weak in grammar so I have improved a
lot.
2S4 It dont think there were any. I think I belong to private background and it is government
background other students are from government that s why I think I dont think there is any
progress.
2S5 She speaks urduspeaking and writing were helpful aspects.
2S6 actually the course is not necessary after that we should go for professional life and after
degree we need to go in field it is better that uni makes English course as per requirement
yes they provide even my English teacher encourages to learn English and thats an aspect
and I come to uni attend the classes and speak.
2S8 the most helpful aspect in university is that all courses are in English and we are going to
need English for good presentation in our future life..presentation is 75 of ur personality and
now a days English is essential for ur personality and if you dont know English you dont
have good personality..the boss is gonna be happy with you if you speak good English..
English language of course parts of grammar which we were not using properly..now after
attending this course we have realized and learned and overcome our mistakes. The helpful
aspect was it made us realize that we still need to work hard on language and with little effort
243
we can improve our Englishsee in offices if the clerk speaks good English he enjoys good
status and he gets promoted soon
2S9 Vocabulary reading and writing lectures were helpful aspects.
S10 the most helpful aspects were we had good teacher and he increased our vocabulary and
ways of talking and reading and everything was helpful the most helpful thing was teacher
who did everything
2S11 the most helpful aspects was our teacher he was very kind and good for us and this is
main reason that I have improved and my views about English..Nothing more classmates
really with us they are now talking to us and they realise that if we talk now it is going to help
us..this is very good course because here we how to write letters..After completing degree we
will give our cvs and letter to companies so we have improved.
2S12 it helped me understand engineering subjects and it is important to keep our
relationship with foreign students and on internet to communicate with people of same field to
share ideas
2S13 most helpful speaking was very much important we lacked English spoken we knew
grammar but we didnt have confidence to speak English and it was useful spoken part was
very useful.
2S14 I have done aaah all efforts in English and reading the newspapers and magazines and
other activities given by madam it was good for me
2S15 the most helpful aspect was teachers attention and his interest in our learning. He
helped alot
(c) Do you find any change in your views about English language learning after taking this
English language course at university?
2S1 umm no change not change. About course views are same but I am more confident more.
Views were to speak with frequently and confidently. I have same tasks I have to work more.
Sir views are same but It has helped to improve.
2S2 umm I think not.
2S3 yes I found some of changes I have improved myself I have built confidence now I am
crazy after learning English before I used to think ok I have to learn English..I feel good to
speak English.
2S4 umm I dun think so I dont find anything they are same. I expected something more than
intermediate but I wasnt as per expectations
2S5 yes sir..Things are changing..it is most important..sir after this course I have come to
realize that English is the most important.
244
2S6 actually I told you before my views will always be same about English but change is my
English has improved.
2S8 my views about my past learning are the same but now the way mam Rosy has taken our
classes I dont know about other teachers but my views are completely changed because of
this course. Our speaking our writing and letters application have been improved and it has
offered positive changed.
2S9 yes sir I have changed myself a lot first of all my vocabulary was not good so I improved!
Sir my views changed because before taking this course I thought that English was not
necessary and it is just a paper that we need to pass but now I think it is something beyond
that something we are going to need in sphere of life.
2S10 Changes were that I thought the English should be in all 8 semesters and it is language
of engineers and it is only present in one semester and it is vast subject and we whatever we
do but still we need to learn
2S11 of course this is very much in my views..Because this course is wide course not
compressed course.from this course we appreciate and this is good for our improvement and
skills
2S12 yes I have change my views very much I thought it was difficult but now it is easier and I
have been moderated and modified by English language I feel more confident
2S13 yes of course I thought that English looks like difficult language to learn but then teacher
made it very comfortable for us and it became easy..yes it is not difficult at all..Regarding
English when you come across people speaking looks difficult but by practicing with English
folks or friends it becomes easy..this change has taken place and I speak confidently.
S14 ye I have emm I have done reading skills which gives me effects of how to read paragraph
magazines and newspapers..emm yeah I want to include the audio visual skill and this has
been used by teacher and English looks very much scientific and it attracts me more.
How do you think English would be useful for you?
2S1 it is used almost everywhere right now even our books are in English even field work we
have to learn English. To represent our country we have to communicate those people, job
exams.
2S2 I think it will help me for future If I go abroad or job I need English for everything. Yes it
is language of engineering community.
2S3 In every sense it is useful and every sense without English we cant talk we cant walk in
Pakistan in every educated society we need to speak English. Yes of course many goals I will
go in professional life so I have English on my mind.
2S4 because I see English is trademark if we have to enjoy status and survive we have to learn
it. Aaa it is both sides basically exams job and it is important to learn English for survival in
society we have to learn English. If we are moving in good circle lets suppose I cant name if
we are in engineering community we have to learn English. It does help in bright future.
245
2S5 its very necessary for me because I emm in this university it is very important for every
student for speaking and writing. When students go abroad they need English so to express
and face people. Emm it is more useful in Pakistan and for people umm it changes views of
person and it is helpful for Pakistani people. Umm yes it is language of Pakistani engineering
community and I want to be part of them. Yes of course
2S6 it is useful not only for us but for all of people in Pakistan..English speakers are most
talented students..actually the learners of English only learn it to communicate but the society
has such an idea that English speakers are always thought be the most talented and valued
people. for exams English is always necessary and for job as an architect we deal with
foreigners and go to foreign country we deal with them we have to learn English for them..i
want to be part of engineering community .
2S8 very useful for me for presentation when we go somewhere it is language of educated
person they leave their mother tongue and start talking in English..if we go in any seminar on
technical side I am in town planning we plan a town and if I am employed in company I go
over there my planning is good but if my English is not good I cant do justice
2S9 sir actually we learn English to communicate to Pakistanis and others foreigners..We
need it for interview for jobs so we need English..it is language of emm engineering
community..if engineers are good at English they will not only perform their job well but also
be successful
2S10 English woud be useful because in multinational company English is preferred and
whoever dosnt know English he is not complete man and it is language of engineer and if we
go abroad for job we wont have good chances for job if we didnt know English.
2S11 of course this is the engineering English and useful for us life time this is the main base
of our life..because this is international language now a days thats why we learn English..if
any other language would have been international language for sure we would have learned
that language..More powerful language..for many reasons for job going abroad talking to
English people knowing their views
2S12 actually English is international language it helps in many aspects it helps in study
professional life and communication skills..it is good for me to communicate to others to share
ideas..actually in present stage I am student I need English for study purpose, and I should be
part of engineering community of Pakistan so I need to improve more
2S13 there are many uses different manners and different places.. I am doing engineering I
need English for presentation and assignments and I need English and afterward I need it for
my professional life to express my views and ideas..it is for better job..you know if you are
good engineer but you dont know English you wont be welcomed but if you have good
engineering and you are not good engineers u will still be welcomed by the multinational
companies
2S14 because we want to go to abroad or make the jobs and very beneficial for us and it gives
knowledge of subjects and to talk to people like British or American..and it is more reliable for
all people and it is language of engineering community.
246
Tell me what has the role of your parents and grandparents been in your learning English?
2S1 Parents have encouraged a lot in every stage for books movies novels books they buy me.
2S2 they supported me a lot my grandparents my mother my father in English and everything.
They gave me anything I want for support they provided. If I ask for teaching purpose they
gave me.
2S3 role of my parents have been very nice they have helped me he has helped me for
everything specially English he helps in every sense. He shows by encouraging me buying me
books and stories books etc. Normally fathers stop from reading English story books my
father always encourages me.
2S4 as for my parents concerned they helped a lot my grandparents enjoy when I speak
English and they help me support English
2S5 basically every.parents played role in English but now it is important for children to be
helped. My parents helped me and bought me books videos
2S6 actually my grandparents are expired but when they were alive they always encouraged
me and the way they say my parents progressing because of English they always wanted me to
learn English and achieve status in the society.. the role of my parents has been good. They
bought me English guru (computer software) Dawn newspapers all books and games
also..they think if I am better in English I will be highly valued in the society and they will be
respected too.
2S8 On my life there has been great role of my parents. There has been financial support if
you are made strong financially by parents for education then it totally depends on you what
you do..there was great check and balance on me..they are not highly educated to speak to me
in English but they never discouraged they are able to understand. I have observed that when
children speak in English in homes in Pakistan parents try to stop them because they are not
able to understand this language. They would think that my son has become proud.
2S9 my parents are proud of the fact that I am learning English and they are proud to see my
improved English..they encouraged me to take part in speeches and talks at university and
outside. They suggest me to use net in positive net and chat with English speakers
2S10 they had a vital role they encourage me a lot they always say learn English..he has
always encouraged and he has done his FCPS from abroad and he says me to learn English
more and more..he used to purchase me books novels cd and he has provided me with internet
and cell phone and I learn English through themI am not that sincere to English and I cant
devote time to English but I realize it is very important to learn English
2S11 when I came to university they know that all has the English subject and they
appreciated me to laarn English..they encourage me to take out 3 4 hours to learn
English..they appreciate very well. My parents encourage my grandparents dont
247
S12 My parents support me to learn English..they bought me dvds cartoons when I was child
and now I have learned from them much..English is learned when you have environment so I
have environment like visual effects or dvds or net..
2S13 well I will say my grandparent my parents my brothers they have always helped they
provided me cd literature books and my father and grandfather always helped me learn
English.
2S14 emm they are appreciative and they force that I should learn English..they help us enter
the course when I was in intermediate I got admitted in centre like domino in Karachi so they
encourage and helpmy grandparents say I should continue learning English
If your grandparents held some views about learning English, how these views influenced
your learning English?
2S1 no comments
2S2 actually they have always promoted me and they said just be confident and helped me. No
they dont think it is language of British masters.
2S3 They are also happy with that. They dont have such views they have always helped.
2S4 they didnt have any views about English language they dun have good or bad about
language they take it as language.
2S5 umm jee sir (Yes sir)..dada dadi (urdu Grandparents)..they encourage us a lot.
2S6 the first thing is I dont think my grandparents had any negative views about English but
If they did have any views they never expressed it because they understood that English is
something which will help me achieve something in Pakistan and in the world.
2S8 I have found views in different communities not only in older generation but also in young
generation and some communities also..who think that we cannot be world power or super
power until we leave English I personally know many people that no nation can raise up to the
level of super power until they use their own language the most important and stop using
English..the children admitted to school has to learn islamiyat and social studies but he should
be taught by person who is not English and translation should be done to them..my
grandparents dont stop or any views about English.
2S9 sir actually my grandparents now encouraged me..they dont have any views they are also
very proud and they dont have any views about English language
2S10 my grandparents dont have any views about English they always encourage.
2S11 now their views changed. Islam says that we should learn many languages..it is not with
English if any other language would have been international language we would have learned
it tooEnglish is powerful language thats why we learn it.
248
2S12 My father says that his father always encouraged him to learn English and he always
thought that English can help him improve his status so I think if they were alive they would
have encouraged me too regardless of the views they had regarding English because of
colonial past
2S13 well I will say my grandparent my parents my brothers they have always helped they
provided me cd literature books and my father and grandfather always helped me learn
English.
2S14 Emm their views are that you should continue ur English learning or go to abroad or
talk to English persons
How was the learning atmosphere in your English class like?

2S1 It has changed before when session was stated everyone was confused teacher has helped
us encouraged us we are encouraged to discussions presentations we had daily tasks.
2S2 we enjoy a lot in English class there are no restrictions on our talking.
2S3 very nice very nice superb. Firstly it was very interesting secondly it was very useful and
thirdly it was very energetic.
2S4 it was more Sindhi oriented teacher used to speak in Sindhi I used to tell him to speak in
English so he used to reason that most of the students dont understand in English thats why
we need to speak in Sindhi. Thats worst part of it.
2S5 ann very good classes my class fellows interact with each other very good and learn
English language.
2S6 actually atmosphere was better Mam actually gave us chance like to present in class to
talk in the class and I think it is very entertaining..pre.
2S7 actually atmosphere was better \mam actually gave us chance like to present in class to
talk in the class and I think it is very entertaining..
2S8 atmosphere very good during the session and she was very strict..Students came late in
class this was v bad.
2S9 atmosphere in English class was great but the backbenchers are teasing us more and
making noises and teacher needs to spend time on discipline..but now our class is doing good.
2S10 it was excellent and we used to study teachers use to give us lectures and presentations
on multimedia we had lot of fun and we studies and learned a lot.
2S11 very good atmosphere our teacher gave lecture in English and students responded in
English basically we are not English people but we classmates made it easy for us to learn
English.
249
2S12 emm English class there is good environment our teacher helps us understands he gives
us tasks like assignments presentations and group discussions.
2S13 well it was quite good some of the students lacked but majority had interest in English
and this helped me a lot and I came i n competition with others to learn English
2S14 emm I dont appreciate my class fellows because they are not participating in the class
with me..emm sometimes I dont like it but sometimes I liked it too..in English classes all the
persons want to see what is the situation ..in English class they should speak in English
Tell me what kind of tasks you did in your English class?

2S1 Different tasks for speaking writing paragraph for feedback for the presentation
individual comments went on.
2S2 grammar tasks presentations, group discussions and portfolios.
2S3 I did many task I improved paragraph writing grammar prcis sentences I improved in
everything. I did it individually.
2S4 we did eee usually ee paragraph essay application just very few presentations etc.
2S5 yes sir presentation and assignments and paragraph writing wagiara (urdu) and I did it
alone..and with other students as well.
2S6 presentation and I improved my grammar..both individual and pair work was useful.
2S8 comprehension grammar part of speech we had to understand nature of words vocabulary
these things were new for us..mam helped us to do group work but students didnt go but did
individually there was no unity in the class.
2S9 Paragraph writing sentences and grammaractivities like presentations, debate and
presentation on multimedia and much more
2S10 tasks in whole semester we had two projects and multimedia to find words .it was group
work 4 people in each group so we did excellent job
2S11 we did presentations social issue, politics or personal issues..passage writing group
discussions this type of things we do
2S12 presentations class activities and audio visual classes in English department of our
university.
2S13 Every tasks whether grammar speaking writing speaking any kind of taskyeah we did
many of the things in group..we made portfolio through which we improvised reading skills
and we had to read those things..we also gave presentations and debate so it helped a lot we
were doing a lot in class
2S14 like a presentation and works given by madam
250

2S1 It is not balanced it should be in every semester.
2S2 I think it is important to have balance. I think English must be in each semester there is
no balance.
2S3 of course it should be balance without it we cant do anything. It is not balance it should
be in every semester
2S4 umm I think they should be more English language classes during graduate courses but
focus should be skills like writing and speaking.. here we learn story writing which is of no
interest.. there should be resume writing, letter application these things will help us out
2S5 I think English should be for four years .
2S6 actually English is not for one semester it is for whole life..there should be more subjects.
I suggest that there should be more subjects related to English
2S8 it is not enough for us but engineers have to learn lot of subject I have to study a lot and
burden..but it is essential..classes should be increased but if it is not possible then great care
must be taken to bind all students to use English in the classroom.
2S9 sir actually I have two views about English..first English must be necessary for all but for
us it is enough for one semester..because I think my pronunciation is not good and I dont like
English..actually this course gave great chance to improve English but there are many
problems so the complete environment was sindh or urdu or it was difficult to expect great
improvement in such environment
2S10 It should be in present in all 8 semesters..Balance is not good..as much we gain English
it is good for us
2S11 it is very important for engineering subjects too..we need two more course it is not
balanced
2S12 Actually English should be in every semester to understand that more modern aspects of
English bec books are being revised so we need to get in touch..in every semester there should
be English language course and that should be higher in comparison to previous ones
2S13 here I see that English is not taken as major subject because we have many engineering
subjects but I think there should be more time given to English..it is little bit imbalanced and it
should be given more timeI think they are giving only one semester and they should give one
more course for last semester
2S14 yeah it is good all the Englishemm no I think it should be in one semester
Tell me how has the role of your teacher been in your learning English?
2S1 teachers role was very good excellent she has been frank aah provided v good guide she
proved to be good guide for us.
251
2S2 she has been very helpful to us she has supported us a lot..she promote us praises us.
2S3 my teacher has been very nice very helpful she provides us guidance she encourages and
praises a lot.
2S4 aaa not such role he hasnt.. as for myself is concerned it has not been anything. I am
good because I am from private sector education.
2S5 good role of teacher in learning English he encourages every students and tries to speak
in English..he appreciates..haha..
2S6 the role of my teacher has been nice she supports us to great extent she gives us topic for
presentation and she gives talks and she takes class takes..she encourages us and praises us
too.
2S8 the teacher have impact of every student..she encourages a lot even if we spoke
wrong..our atmosphere and we are from villagers we are not from city so they remained in
villages..and teachers there didnt know anything about English now she encourages a lot.. I
also learn English to please mam. But thats only in English class because If I spoke English
in other class teachers mind and think that I am trying to be efficient and trying to argue with
him and this is kind of conspiracy because his English is week and our English is good this
creates difficulty.
2S9 teacher plays vital great role..he works hard on our class for our good English..sir gives
us assignments and I fulfil all my assignment and he encourages and praises me.
2S10 teacher played vital role in learning English we were shy before teachers and students
but then he encouraged us he said if wrong or right just speak during this u will learn he
encourage and praised us so much..I also learn English to please him but it is my choice as
well
2S11 role has been pleasing and kind because they know how English is important for us..that
s why he gives response carefully
2S12 our teacher helps us in tasks and concentrates on each and everything and helps us and
promotes learning English.
2S13 well teachers have always been helpful in English and other subjects but English teacher
has always been encouraging and she encourage each and every students she praises a
lot..Students give example in class and she praises a lot in the class and encourage us
2S14 emm it was good role and he gives me participation in class and he wants me to be
successful person..she encourages me a lot to learn English and praises a lot..yes I learn
English to please my teacher and for teacher too
What do you think about English learning in relation to Islamic principles?
2S1 they are different thing religion and language are different things they are different thing.
I wear veil but it I didnt get affected
252
2S2 they dont affect each other Islam is religion and English is language they both are
different things
2S3 I dont think so Islam on other side and English on other side we can do service to Islam
through English those who are living abroad cant understand local language we have to
communicate in English in Islamic point of view
2S4 Islam is religion and English is language we cant intermingle then..let me give u an
example if there is a Muslim in china and muslim in Pakistan or mjslm in canda uk America
they all spread islam language cant spread anything and it shouldnt
2S5 umm aan ..no it is not against Islam..Islam is a religion on one place and English is
international language .
2S6 actually in Islamic point of view Islamic people try to learn and speak in English and they
are also dealing with foreigners and no change
2S8 Islam is religion of peace and it does not stop from any kind of learning including
languages. Prophet sent people to other countries to other countries to learn other language
so that Islam could be spread. Like zakir naik made many people made people Muslim
because he had good English and he could argue. Language cant change your belief it is
medium to express ideas in anything
2S9 sir English doesnt depend or affect Islam..English is language and Islam is religion..If I
offer prayer it does not mean I dont know English or do not want to learn English..Muslims
are Britishers too so they speak English and are good Muslims. Though we change our dress
according to place but Islam does not stop from learning language
2S10 no English is not related to Islamic point of view it is language and religion is other
thing..it is simply language which is used nationwide and internationally..it changes our
outlook but it improves not makes worst..it is better
2S11 yes sir I told already Islam prophet (PBUH) said you learn something or learn
languages thats why if we learn English in future we learn French German so that we
connect with people easily.
2S12 actually Islam says to learn as much as u can from cradle to grave and in this aspect we
must say that we have to learn all language and everything..and English is associated with
studies so Islam promotes learning and studies so we have to learn English..no language
doesnt affect any religion.
2S13 I think that English is international language and it would be helpful to learn English to
spread Islam to outer world and it doesnt affect..iif you learn extra language it is always
useful and anything u learn is of use..if you learn English and dont think that it affects rather
it is better for Islamic spread.
2S14 emm Islamic it is very good..English gives more knowledge..no my views never changed
because of English
253
What do you think about English learning in relation to Pakistani Identity?

2S1 It gives good effect and impression that we can be part of world. No it does not change
outlook and identity I am Pakistani and will remain Pakistani.
2S2 its important if..if we take it as a task then it is important it doesnt affect much. I dont
think outlook changes with language its the way you like
2S3 I dun think it changes due to speaking of English patriotism is different thing it does not
get affected I am still Pakistani.
2S4 not at all because if ur heart is Pakistani you are gona remain Pakistani for your entire
life. So English doesnt affect Pakistani identity English is our official language so we have to
learn it it doesnt change outlook look at me
2S5 noo.. I think no identity does not change I remain Pakistani every after I speak English.
2S6 basically English learning increases our status In Pakistan Pakistani people think that
English speaking students are most talentedno no it does not change but it makes out image
better not anti Pakistani.
2S8 Pakistani identiy is not affected by English because we have made English as part of our
identify because it is our official language. Had it affected our identity it would not have been
our official language since 1947 and it has rather made our identity not let us down.
2S9 In Pakistan If we learn English it would be proud thing for us If we go anywhere and
speak English and we can communicate with ministers and high personalities and we can get
good opportunities because of English..we are Pakistanis we are proud to be Pakistani even
after we speak English.. we dont change outlook..we dont look like British or other nations
2S10 no we dont compromise in Pakistani identity and English is spoken everywhere in
Pakistan even I feel proud being Pakistan to be able to speak and write better English..and it
makes our name countrys name high..it is language of engineers and I feel proud of it..it
doesnt affect any wrong thing or it doesnt lower image of our country
2S11 it is not important if we are our dil (heart) is with Pakistan we will look like Pakistani..it
is not making us like English people
2S12 language cannot change identity but it can change the views personality of person if any
one knows English ..Identity can not be changed but views change of course..I have learned
English and I have changed my views about the worldbefore I thought and read in books
that English changes the persons even before independence of Pakistan emm people thought
that English can change Islamic values but now one who speaks and understands English they
are slightly comfortable with them. Now since there is no change in my religion and identify
after learning English my views about English are v positive and it doesnt change anything
rather it gives u good image
2S13 no no it does not affect.. you know Pakistani is 6th largest English speaking
country..identify cant be changed I was Pakistani and I will be Pakistani even after I speak
English it didnt affected
254
2S14 my thoughts are changing..but Pakistani identity will remain same..Thoughts are
changing positively more productively
Tell me how you worked on your English to make sure that you made progress?
2S1 I read a lot because we were given different task we practiced r presentation and practice
our discussion they all helped. I assessed through reading and talking.
2S2 emm completed work on time preparing for presentations.
2S3 umm by participating more and more in class by; reading novels and other thing as well
2S4 I dont put much effort rather I put effort in engineering. Since my KG I have been
reading so .
2S5 when books reading magazines and watch videos..Internet is good source of learning
English so I see my progress.
2S6 emm my progressyeah I watch English movies and read dawn newspaper and I think em
progressing..it helps me in voca grammar
2S8 trying to do all my assignment reading watching movies etc.. I personally do to improve
my English is to talk to people in English whenever possible..
2S9 sir InshaAllah I will work hard on my pronunciation and I also take extra classes from my
teachers..I read newspapers and magazines for little time..I chat on internet and while chating
I also felt that my English is improving
2S10 I did speaking tests..he gave tests of vocabulary and he also did some viva ..I watched
movies and magazines and dawn. To assess my progress through this.
2S11 sir.. I think we give presentations 4/ 5 times.. I was not able to face the audience it is
progressing stage of mine
2S12 I have learned to progress..I understand my engineering subjects it is progress I watch
movies tv and I make my surrounding English..culture and surroundings change you mind I
have done likewise so my English improves just because of environment..
2S13 well you know now that I have learned not whole English but some extent I read
understand articles and listen news and music and it helps alot
2S14 umm I am I want to emm read more and more magazines and I borrow from eldc
(language centre) and read and assess
2S1 We know English we are not confident to speak we need guideline to grow and improve
our English
2S2 I dont know actually I cant say anything about this hehehe.
255
2S3 umm I think learning English in Pakistan is not as high as other subjects it is not given
same importance it is like a subject we have to pass the exams. It must be given importance
only after that student will take interest in learning English
2S4 basic reason is that we need to move in this society..and we need it for exam too. you
should understand you lectures very much so we need to learn English and that is basic
reason of learning English.
2S5 umm thanks sir..
2S6 actually the reasons of learningto make our status and make our standard and to deal
with forigners and other speakers too.
2S8 English is an international language if we want to make ourselves superior in the world
so we have to learn English. And if we want to improve our local languages we have to learn
English because all major world literature and discoveries are in English and our local
languages can be improved If we translated them in our local languages.
2S9 no sir thanks
2S10 other thing is that national wide English is used so it is necessary for every body to use
English and it is common language..it is language of connectivity with foreigners and even
people in our country
2S11 English learning is important for us in all aspects with Islam with parents so ourselves
we all must realize that we need English for engineering and other things and in future
Inshallah we will learn English too
2S12 actually reasons for learning English in Pakistan are beneficial because if you learn
English language you are learning something which is opposite in case of urdu which doesnt
give access to anything..English is not just a language but it is generation it is everything u
want..Communicate to that world not only your country and also helps in being part of
engineering community.
2S13 well I think sir I cant think of it anyone now but English is important in many things it
helps you in everything.
2S14 I want to say that every person should learn English and dont hesitate to talk in English
and it is good for person.
The End.
256
Appendix 5
The University of Glasgow, charity number SC004401
Plain Language Statement

PROJECT TITLE: An Investigation of Pakistani university students reasons for learning
English
Investigator: Habibullah Pathan,
PhD Candidate.
Supervisors: Dr Esther Daborn

email: e.daborn@admin.gla.ac.uk
Prof Vivienne Baumfield email: v.baumfield@educ.gla.ac.uk
This study is being undertaken as a requirement for completion of the Doctor of Philosophy
(PhD) from the Faculty of Education at the University of Glasgow, United Kingdom.
You are invited to take part in this study. Before you decide it is important for you to
understand why this research is being done and what it will involve. Please take your time to
read the following information carefully and discuss it with others if you wish so. Ask, if there
is anything unclear or if you would like more information. Take your time to decide whether
or not you wish to take part.
Thank you for reading this.
PURPOSE OF THE STUDY:
The aim of the study is to find out reasons why the engineering students in Pakistani universities
learn English.
BENEFITS OF THE STUDY:
The current study is an interesting area in the field of English language teaching as there is little
research done on this subject matter. I am carrying out research on this subject because Pakistan is
a multilingual country and has a complex history that has affected many changes of language
policy on languages of Pakistan and English.
WHY HAVE YOU BEEN CHOSEN?
You are the students of professional engineering universities and are part of a wider population in
ENGINEERING UNIVERSITY Jamshoro with professional aspirations. You have been chosen
because you are a group that is significant to the future economy of the country.
WHAT WOULD BE EXPECTED OF YOU?

You will participate in a questionnaire survey. You should record a response which best represents
your opinion as there is no right or wrong answer. You will have 45 minutes to complete the
257
questionnaire. If you agree, you will be invited to be part of further research in interview. The
interview will last for 25 minutes. The interview questions will require you to expand more on
your responses in the questionnaire.
CONFIDENTIALITY:
Full privacy of your participation will be kept by the researcher. The data will be destroyed once
research results have been obtained.
RESULTS OF THE STUDY

The thesis will be available from the university library.
Who is organizing and funding the research?
This research project is fully funded under the faculty development program of Engineering
University in Jamshoro sponsored by the Higher Education Commission of Pakistan and being
supervised by the Faculty of Education University of Glasgow, United Kingdom.
Who has reviewed the study?
This project has been reviewed by my supervisors and the Ethics Committee of the Faculty of
Education, University of Glasgow, United Kingdom.
PERSONS TO CONTACT
If you have any questions about the project, please contact the researcher, Habibullah Pathan on
phone:
00447529447643
or
e-mail:
h.pathan.1@research.gla.ac.uk
or
pathanhabibullah@yahoo.com .
If there is an emergency or if you have any concerns regarding the conduct of the research project
before commencing, during, or after the completion of the project, you are invited to contact the
Faculty of Education Ethics Officer Dr Georgina Wardle, via email:
g.wardle@educ.gla.ac.uk.
If you decide to participate, please fill in the consent form which is attached with this letter.
Irrespective of your decision of being part of this study, thank you for devoting some time to
reading the information provided, and considering its contents.
This information sheet is yours to keep.
258
Appendix 06
The University of Glasgow, charity number SC004401
Consent Form
Title of Project: An Investigation of Pakistani university students reasons for learning
English
Name of Researcher: Habibullah Pathan

(1) I confirm that I have read and understood the Plain Language Statement for the above
study and have had the opportunity to ask the questions.
(2) I understand that my participation is voluntary and that I am free to withdraw at any
time, without giving any reason.
(3) As a student, I understand that my participation in this study is not related to my
university course and will not have any effect on my examination or grades.
(4) I understand that my name and other data will not be revealed to anybody other than
the researcher. I consent to audio-taping of my interview. I also understand that
research will use pseudonym in any of his publications arising from research I am
involved in.
(5) I agree to take part in the above study.
Name of Participant
Researcher
Date
Date
Signature
Signature
259
Appendix 07
Interview-1 (Interviewer Reference/Guide)
Introduction
Hello! Thanks for agreeing to be part of my research project on learning English in Pakistan.
This interview will take about 25 minutes and seeks your opinion about your English learning
experience so far. This interview will be recorded but I assure you that whatever you say will
be dealt with confidentially. I am interested to hear your experience of learning English. So it
is not a test and there is no right or wrong answer. You are allowed to say anything you wish
to.
August 2010
(A) Transition Change:
Tell me about your English learning experience so far?
Based on your English learning, what will you say about your expectations with English
learning at University?
(B) Reasons of learning English (Motivation)?
What do think are reasons of learning English?
(c) Parental encouragement?
Tell me what is the role of your parents and grandparents in your learning English?
(D) English Class
What is the learning atmosphere in your English class like?
Tell me what kind of tasks you do in your English class?
(E) English Teacher
Tell me what is the role of your teacher in your learning English?
(F) Identity and religion

(G) Self Confidence/ motivational intensity
Tell me how you work on your English to make sure that you make progress?
(H) Open option

Thanks
260
Appendix 08
Interview-2 (Interview Guide)
Introduction
Hello! Thanks for agreeing to be part of my research project on learning English in Pakistan.
This interview will take about 25 minutes and seeks your opinion about your English learning
experience so far. This interview will be recorded but I assure you that whatever you say will
be dealt with confidentially. I am interested to hear your experience of learning English. So it
is not a test and there is no right or wrong answer. You are allowed to say anything you wish
to.
December 2010
(A) Completion of English course at university
What will you say about how you feel about your overall English learning at university
from when you entered the course to now when you have finished your course?
What were the most helpful aspects of English course at university?
Do you find any change in your views about English language learning after taking this
English language course at university?
(B) Reasons of learning English (Motivation)?

How do you think English would be useful for you?
(c) Parental encouragement?
Tell me what has the role of your parents and grandparents been in your learning English?
If your grandparents held some views about learning English learning, how these views
influenced your learning English?
(D) English Class
How was the learning atmosphere in your English class?
Tell me what kind of tasks you did in your English class?
(E) English Teacher
Tell me how has the role of your teacher been in your learning English?
(F) Identity and religion

(G) Self Confidence/ motivational intensity
261
Tell me how you worked on your English to make sure that you made progress?
(H) Open option

Thanks
262
Appendix 09
Independent Sample T-test (comparison of mean scores of two different groups of people or
condition like males and females)
Table 9.1 Pre Integrative mean score difference male and female
Gender of the student
PreIntegrative
male
Mean
Std. Deviation
Std. Error Mean
486
3.4665
.68946
.03127
44
3.3929
.65002
.09799
dimension1
female
Levene's Test
for Equality of
Variances
t-test for Equality of Means

95% Confidence
Interval of the
Sig.
F
PreIntegrative Equal
Sig.
1.596
(2-
Mean
Std. Error
tailed)
Difference
Difference
528
.496
.07363
.716 52.158
.477
.07363
df
.207 .681
Difference
Lower
Upper
.10805
-.13863
.28589
.10286
-.13276
.28003
variances
assumed
Equal
variances
not
assumed
Table 9.2 Post Integrative mean score difference male and female
PostIntegrative
male
Mean
Std. Deviation
Std. Error Mean
486
3.4306
.71139
.03227
44
3.2435
.73980
.11153
dimension1
female
Levene's
Test for
Equality of
Variances
263
95% Confidence
Interval of the
Sig.
F
PostIntegrative Equal
Sig.
.041
Difference
(2-
Mean
Std. Error
tailed)
Difference
Difference
528
.096
.18712
.11237 -.03362
.40786
1.612 50.470
.113
.18712
.11610 -.04602
.42027
df
.839 1.665
Lower
Upper
variances
assumed
Equal
variances
not
assumed
Table 9.3 Pre Instrumental mean score difference male and female

PreInstrumental
male
Mean
Std. Deviation
Std. Error Mean
486
3.8179
.63880
.02898
44
3.4167
.55743
.08404
dimension1
female
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
PreInstrumental Equal
.999
Sig.
.318 4.029
df
Mean
tailed) Difference
Std. Error
Difference
Difference
Lower
Upper
528
.000
.40123
.09959
.20560
.59687
4.514 53.766
.000
.40123
.08889
.22300
.57947
variances
assumed
Equal
variances
not
assumed
264
Table 9.4 Post Instrumental mean score difference male and female

PostInstrumental
male
Mean
Std. Deviation
Std. Error Mean
486
3.7682
.67290
.03052
44
3.5303
.56293
.08486
dimension1
female
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
PostInstrumental Equal
3.269
Sig.
.071 2.273
df
Mean
Difference
Std. Error
tailed) Difference Difference
Lower
Upper
528
.023
.23787
.10463
.03232
.44342
2.638 54.763
.011
.23787
.09019
.05712
.41863
variances
assumed
Equal
variances
not
assumed
Table 9.5 Pre Parental Encouragement mean score difference male and female

PreParentalEncouragement
male
Mean
Std. Deviation
Std. Error Mean
486
3.0201
.49966
.02267
44
3.0739
.38722
.05838
dimension1
female
Levene's
Test for
Equality of
Variances
265
95%
Confidence
Sig.
PreParentalEncourageme Equal
nt
Sig.
5.24
.02
variance
(2-
Mean
Std. Error
Interval of the
tailed
Differenc
Differenc
Difference
Lower Upper
df
.0981
.69
.2058
528
.487
-.05380
.07737
assumed
Equal
variance
56.82
.85
s not
.394
-.05380
.06262
.0716
.1792
assumed
. Table 9.6 Post Parental Encouragement mean score difference male and female

PostParentalEncouragemen
male
Mean
Std. Deviation
Std. Error Mean
486
3.0093
.53013
.02405
44
3.0000
.44705
.06740
dimension1
female
Levene's
Test for
Equality of
Variances

95%
Confidence
Sig.
PostParentalEncourageme Equal
nt
variance
s
Sig.
df
1.45
.22
.11
528
(2-
Mean
Std. Error
Interval of the
tailed
Differenc
Differenc
Difference
Lower Upper
.911
.00926
.08247
.1712
.1527
assume
d
266
Levene's
Test for
Equality of
Variances

95%
Confidence
Sig.
nt
Sig.
1.45
.22
.11
variance
(2-
Mean
Std. Error
Interval of the
tailed
Differenc
Differenc
Difference
Lower Upper
df
528
.911
.00926
.08247
.1712
.1527
assume
d
Equal
.12
54.56
variance
.898
.00926
.07156
.1526
.1341
s not
assume
d
Table 9.7 Pre English Course mean score difference male and female

PreEnglishCourse
male
Mean
Std. Deviation
Std. Error Mean
486
3.4036
.48082
.02181
44
3.3523
.35803
.05398
dimension1
female
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
Sig.
df
Mean
Std. Error
Difference
Lower
Upper
267
PreEnglishCourse Equal
2.791
.095 .691
528
.490
.05136
.07431
variances
.19734
.09462
assumed
Equal
.882 58.052
.381
.05136
.05822
variances
.16789
.06517
not
assumed
Table 9.8 Post English COurse mean score difference male and female

PostEnglishCourse
male
Mean
Std. Deviation
Std. Error Mean
486
3.4290
.49132
.02229
44
3.3371
.35852
.05405
dimension1
female
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
PostEnglishCourse Equal
Sig.
3.765 .053 1.211
df
528
Mean
Std. Error

.226
.09189
.07586
variances
Difference
Lower
Upper
- .24092
.05714
assumed
Equal
variances
1.572 58.715
.121
.09189
.05846
- .20889
.02511
not
assumed
268
Table 9.9 Pre English Teacher mean score difference male and female
PostEnglishTeacher
male
Mean
Std. Deviation
Std. Error Mean
486
4.1991
.66103
.02999
44
4.1989
.59937
.09036
dimension1
female
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
PostEnglishTeacher Equal
.001
Sig.
.971 .002
df
528
Mean
Std. Error

.998
.00021
.10331
variances
Difference
Lower
-
Upper
.20316
.20274
assumed
Equal
variances
.002 52.935
.998
.00021
.09520
.19117
.19075
not
assumed
269
Table 9.10 Post English Teacher mean score difference male and female
PreEnglishTeacher
male
Mean
Std. Deviation
Std. Error Mean
486
4.2052
.58409
.02649
44
4.2273
.47562
.07170
dimension1
female
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2-
PreEnglishTeacher Equal
Sig.
2.204
.138
df
-
variances
Mean
528
.808
-.02203
Difference
Std. Error
Lower
Upper
.15612
.09068
.243
.20017
assumed
Equal
- 55.452
variances
.774
-.02203
.07644
.288
.13114
.17519
not
assumed
Table 9.11 Pre identity mean score difference male and female
male
Mean
Std. Deviation
Std. Error Mean
486
2.3811
.78793
.03574
44
2.0409
.56828
.08567
dimension1
female
Levene's Test for

Equality of
Variances

95% Confidence
Interval of the
Sig.
df
Sig. (2-
Mean
Std. Error
tailed)
Difference
Difference
Difference
Lower
Upper
270
Equal
5.131
.024 2.797
528
.005
.34016
.12160
.10129
.57904
3.664 59.112
.001
.34016
.09283
.15442
.52590
variances
assumed
Equal
variances not
assumed
Table 9.12 Post identity mean score difference male and female
male
Mean
Std. Deviation
Std. Error Mean
486
2.4461
.76599
.03475
44
2.0864
.56798
.08563
dimension1
female
Levene's Test for

Equality of
Variances

95% Confidence
Interval of the
F
Equal
4.621
Sig.
.032 3.039
df
Sig. (2-
Mean
Std. Error
tailed)
Difference
Difference
Difference
Lower
Upper
528
.002
.35973
.11836
.12721
.59224
3.893 58.187
.000
.35973
.09241
.17477
.54469
variances
assumed
Equal
variances not
assumed
271
Table 9.13 Pre anxiety mean score difference male and female
PreAnxiety
male
Mean
Std. Deviation
Std. Error Mean
486
2.9573
1.07087
.04858
44
3.1648
.91012
.13721
dimension1
female
Levene's Test
for Equality of
Variances

95% Confidence
Interval of the
Sig.
PreAnxiety Equal
Sig.
.232
.630
variances
(2-
Mean
Std. Error
tailed)
Difference
Difference
528
.214
-.20747
- 54.379
.160
-.20747
df
-
Difference
Lower
Upper
.16667
-.53489
.11995
.14555
-.49923
.08430
1.245
assumed
Equal
variances
1.425
not
assumed
Table 9.14 Pre anxiety mean score difference male and female

PostAnxiety
male
Mean
Std. Deviation
Std. Error Mean
486
2.9084
.98904
.04486
44
2.7500
.92132
.13889
dimension1
female
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
Sig.
df
(2-
Mean
Std. Error
tailed)
Difference
Difference
Difference
Lower
Upper
272
PostAnxiety Equal
.114
.736 1.023
528
.307
.15844
.15487
-.14579
.46266
1.085 52.390
.283
.15844
.14596
-.13440
.45128
variances
assumed
Equal
variances
not
assumed
9.14 Pre Integrative mean score difference between urban and rural students
Place of living
PreIntegrative
Mean
Std. Deviation
Std. Error Mean
Urban
152
3.3637
.77270
.06267
Rural
378
3.4992
.64488
.03317
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2-
variances
Sig.
7.567
.006
df
-
Mean
tailed) Difference
Std. Error
Difference
Difference
Lower
Upper
528
.040
-.13552
.06568 -.26455 -.00649
- 239.895
.057
-.13552
.07091 -.27521
2.063
assumed
Equal
variances
.00416
1.911
not
assumed
273
9.15 Post Integrative mean score difference between urban and rural students
Place of living
PostIntegrative
Mean
Std. Deviation
Std. Error Mean
Urban
152
3.3280
.73523
.05964
Rural
378
3.4501
.70457
.03624
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2-
Sig.
1.343
.247
df
-
variances
Mean
Difference
Std. Error
Lower
Upper
528
.075
-.12211
.06853 -.25672
.01251
- 268.450
.081
-.12211
.06978 -.25950
.01529
1.782
assumed
Equal
variances
1.750
not
assumed
9.16 Pre Intrumental mean score difference between urban and rural students
Place of living
PreInstrumental
Mean
Std. Deviation
Std. Error Mean
Urban
152
3.7061
.68698
.05572
Rural
378
3.8161
.62059
.03192
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
Sig.
df
Mean
Std. Error
Difference
Lower
Upper
274
4.382
.037
variances
528
.074
-.11000
.06149
1.789
.01081
.23080
assumed
Equal
- 255.348
variances
.088
-.11000
.06422
1.713
.01646
.23646
not
assumed
9.17 Post Intrumental mean score difference between urban and rural students
Place of living
PostInstrumental
Mean
Std. Deviation
Std. Error Mean
Urban
152
3.7116
.70214
.05695
Rural
378
3.7632
.65305
.03359
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2-
variances
Sig.
2.577
.109
df
-
528
Mean
Std. Error

.421
-.05160
.06411
.805
Difference
Lower
Upper
-
.07433
.17754
assumed
Equal
variances
- 261.643
.780
.436
-.05160
.06612
.07859
.18180
not
assumed
275
9.18 Pre Parental Encouragement mean score difference between urban and rural students
Place of living
Mean
Std. Deviation
Std. Error Mean
Urban
152
2.9441
.51665
.04191
Rural
378
3.0569
.47752
.02456
dimension1
Levene's
Test for
Equality
of
Variance
s

95%
Confidence
Sig.
nt
variance
s
Sig.
df
.75
.38
528
(2-
Mean
Std. Error
Interval of the
tailed
Differenc
Differenc
Difference
Lower Upper
.017
-.11280
.04697
2.40
.2050
.0205
.2084
.0171
assume
d
Equal
variance
s not
260.25
2.32
.021
-.11280
.04857
assume
d
276
9.19 Post Parental mean score difference between urban and rural students
Place of living
t
Mean
Std. Deviation
Std. Error Mean
Urban
152
2.9334
.50636
.04107
Rural
378
3.0387
.52770
.02714
dimension1
Levene's
Test for
Equality
of
Variance
s

95%
Sig.
(2-
Mean
tailed Differenc
nt
variance
s
Sig.
df
.22
.63
528
.036
e
-.10530
Std.
Confidence
Error
Interval of the
Differenc
Difference
Lower Upper
.05010
2.10
.2037
.0068
.2021
.0084
assume
d
Equal
variance
s not
289.56
2.13
.033
-.10530
.04923
assume
d
277
9.20 Pre English Course mean score difference between urban and rural students
Place of living
PreEnglishCourse
Mean
Std. Deviation
Std. Error Mean
Urban
152
3.4112
.46903
.03804
Rural
378
3.3946
.47342
.02435
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
.174
Sig.
df
.677 .365
Mean
Std. Error
528
.715
.01656
Difference
Lower
.04535
variances
Upper
-
.10565
.07252
assumed
Equal
.367 281.170
.714
.01656
.04517
variances
.10547
.07235
not
assumed
9.21 Post English Course mean score difference between urban and rural students
Place of living
PostEnglishCourse
Mean
Std. Deviation
Std. Error Mean
Urban
152
3.4189
.50676
.04110
Rural
378
3.4224
.47250
.02430
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
Sig.
df
Mean
Std. Error
Difference
Lower
Upper
278
.375
.541
variances
528
.939
-.00354
.04635
.076
.08751
.09458
assumed
Equal
- 262.196
variances
.941
-.00354
.04775
.074
.09048
.09756
not
assumed
9.22 Pre English Teacher mean score difference between urban and rural students
Place of living
PreEnglishTeacher
Mean
Std. Deviation
Std. Error Mean
Urban
152
4.1678
.63283
.05133
Rural
378
4.2229
.55088
.02833
dimension1
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
variances
Sig.
2.796 .095
df
-
528
Mean
Std. Error

.319
-.05512
.05527
.997
Difference
Lower
Upper
- .05346
.16371
assumed
Equal
variances
- 247.828
.940
.348
-.05512
.05863
- .06036
.17060
not
assumed
279
9.23 Post English Teacher mean score difference between urban and rural students
Place of living
PostEnglishTeacher
Mean
Std. Deviation
Std. Error Mean
Urban
152
4.1842
.65150
.05284
Rural
378
4.2050
.65802
.03384
dimension1
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
Sig.
.043 .835
variances
df
-
Mean
Std. Error
528
.741
-.02082
.06302
.330
Difference
Lower
Upper
- .10299
.14462
assumed
Equal
- 281.329
variances
.740
-.02082
.06275
.332
- .10271
.14434
not
assumed
9.24 Pre Identity mean score difference between urban and rural students
Place of living
Mean
Std. Deviation
Std. Error Mean
Urban
152
2.2197
.77639
.06297
Rural
378
2.4063
.77231
.03972
dimension1
Levene's Test for

Equality of
Variances

95% Confidence
Sig.
df
Sig. (2-
Mean
Std. Error
Interval of the
tailed)
Difference
Difference
Difference
280
Equal
.158
.691
variances
Lower
Upper
528
.012
-.18661
.07429
-.33255
-.04068
- 277.475
.013
-.18661
.07446
-.33318
-.04004
2.512
assumed
Equal
variances not
2.506
assumed
9.25 Post Identity mean score difference between urban and rural students
Place of living
Mean
Std. Deviation
Std. Error Mean
Urban
152
2.3724
.79337
.06435
Rural
378
2.4339
.74315
.03822
dimension1
Levene's Test for

Equality of
Variances

95% Confidence
Interval of the
F
Equal
variances
.115
Sig.
.735
df
-
Sig. (2-
Mean
Std. Error
tailed)
Difference
Difference
Difference
Lower
Upper
528
.399
-.06149
.07279
-.20448
.08149
- 263.225
.412
-.06149
.07485
-.20887
.08588
.845
assumed
Equal
variances not
.822
assumed
281
9.26 Pre anxiety mean score difference between urban and rural students
Place of living
PreAnxiety
Mean
Std. Deviation
Std. Error Mean
Urban
152
2.7730
1.39783
.11338
Rural
378
3.0556
.87681
.04510
dimension1
Levene's Test
for Equality of
Variances

95% Confidence
Interval of the
Sig.
F
PreAnxiety Equal
3.384
Sig.
Mean
Std. Error
tailed)
Difference
Difference
528
.005
-.28253
- 200.550
.022
-.28253
.066
variances
(2df
-
Difference
Lower
Upper
.10108
-.48111
-.08395
.12202
-.52313
-.04192
2.795
assumed
Equal
variances
2.315
not
assumed
9.27 Post Anxiety mean score difference between urban and rural students
Place of living
PostAnxiety
Mean
Std. Deviation
Std. Error Mean
Urban
152
2.6826
.96759
.07848
Rural
378
2.9808
.97845
.05033
dimension1
Levene's
Test for
Equality of
Variances

Sig.
Sig.
df
95% Confidence
(2-
Mean
Std. Error
Interval of the
tailed)
Difference
Difference
Difference
282
PostAnxiety Equal
.404
.525
variances
Lower
Upper
528
.002
-.29825
.09368
-.48228
-.11423
- 281.637
.002
-.29825
.09323
-.48177
-.11474
3.184
assumed
Equal
variances
3.199
not
assumed
9.28 Pre Integrative mean score difference between public and private schooling students
Nature of Education
institutions
PreIntegrative
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.5384
.64813
.04201
Private Sector
292
3.3968
.71013
.04156
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
1.176
Sig.
.279 2.375
df
Mean
tailed) Difference
Std. Error
Difference
Difference
Lower
Upper
528
.018
.14164
.05965
.02447
.25882
2.397 521.255
.017
.14164
.05909
.02555
.25773
variances
assumed
Equal
variances
not
assumed
283
9.29 Post Integrative mean score difference between public and private schooling
students
Nature of Education
institutions
PostIntegrative
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.4520
.69693
.04518
Private Sector
292
3.3850
.72910
.04267
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
.330
Sig.
df
.566 1.072
Mean
Std. Error
tailed) Difference
Difference
Difference
Lower
Upper
528
.284
.06695
.06243 -.05568
.18959
1.077 514.793
.282
.06695
.06214 -.05513
.18903
variances
assumed
Equal
variances
not
assumed
9.30 Pre Instrumental mean score difference between public and private schooling
students
Nature of Education
institutions
PreInstrumental
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.8683
.60467
.03919
Private Sector
292
3.7163
.66344
.03883
dimension1
284
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
1.573
Sig.
df
.210 2.730
Mean
Std. Error
Difference
Lower
Upper
528
.007
.15202
.05569
.04262
.26143
2.756 521.420
.006
.15202
.05517
.04364
.26040
variances
assumed
Equal
variances
not
assumed
9.31 Post Instrumental mean score difference between public and private schooling
students
Nature of Education
institutions
PostInstrumental
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.7927
.66613
.04318
Private Sector
292
3.7123
.66710
.03904
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
.028
Sig.
.868 1.381
df
528
Mean
Std. Error

.168
.08039
.05822
variances
Difference
Lower
Upper
-
.19476
.03398
assumed
Equal
variances
1.381 506.948
.168
.08039
.05821
.19475
.03398
not
assumed
285
9.32 Pre parental encouragement mean score difference between public and private
schooling students
Nature of Education
institutions
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.0783
.48959
.03174
Private Sector
292
2.9807
.48904
.02862
dimension1
Levene's
Test for
Equality
of
Variance
s

95%
Confidence
Sig.
nt
variance
Sig.
df
.00
.93
2.28
528
(2-
Mean
Std. Error
Interval of the
tailed
Differenc
Differenc
Difference
Lower Upper
.023
.09752
.04273
.0135
.1814
.0135
.1814
s
assume
d
Equal
variance
2.28
506.43
.023
.09752
.04273
s not
assume
d
286
9.33 Post parental encouragement means score difference between public and private
schooling students
Nature of Education
institutions
t
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.0730
.54078
.03505
Private Sector
292
2.9559
.50357
.02947
dimension1
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
PostParentalEncouragement Equal
Sig.
.725 .395 2.576
df
Mean
Std. Error
Difference
tailed) Difference Difference Lower
Upper
528
.010
.11710
.04546 .02779 .20641
2.557 490.742
.011
.11710
.04580 .02712 .20708
variances
assumed
Equal
variances
not
assumed
287
9.34 Pre English course means score difference between public and private schooling
students
Nature of Education
institutions
PreEnglishCourse
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.4062
.46948
.03043
Private Sector
292
3.3938
.47438
.02776
dimension1
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
.114
Sig.
df
.736 .299
528
Mean
Std. Error

.765
.01233
.04124
variances
Difference
Lower
Upper
-
.09333
.06868
assumed
Equal
.299 508.680
.765
.01233
.04119
variances
.09325
.06860
not
assumed
9.35 Post English course means score difference between public and private schooling
students
Nature of Education
institutions
PostEnglishCourse
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.4405
.50602
.03280
Private Sector
292
3.4058
.46197
.02703
dimension1
288
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
Sig.
df
1.965 .162 .823
Mean
Std. Error
528
.411
.03465
.04211
variances
Difference
Lower
Upper
- .11738
.04808
assumed
Equal
.815 485.794
.415
.03465
.04251
variances
- .11817
.04886
not
assumed
9.36 Pre English Teacher means score difference between public and private schooling
students
Nature of Education
institutions
PreEnglishTeacher
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
4.1429
.61630
.03995
Private Sector
292
4.2594
.53539
.03133
dimension1
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
variances
Sig.
2.829 .093
df
-
2.329
528
Mean
Std. Error

.020
-.11656
.05005
Difference
Lower
Upper
.21488 .01824
assumed
289
Equal
- 472.600
variances
.022
-.11656
.05077
2.296
.21632 .01680
not
assumed
9.37 Post English Teacher means score difference between public and private
schooling students
Nature of Education
institutions
PostEnglishTeacher
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
4.1250
.73732
.04779
Private Sector
292
4.2594
.57485
.03364
dimension1
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
variances
Sig.
6.659 .010
df
-
528
Mean
Std. Error
Difference
tailed) Difference Difference Lower

.019
-.13442
.05701
2.358
Upper
-
.24641 .02243
assumed
Equal
variances
- 441.709
2.300
.022
-.13442
.05845
.24928 .01955
not
assumed
290
9.38 Pre Identity means score difference between public and private schooling students
Nature of Education
institutions
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
2.4403
.83391
.05405
Private Sector
292
2.2815
.72163
.04223
dimension1
Levene's Test for

Equality of
Variances

95% Confidence
Interval of the
F
t Equal
10.343
Sig.
.001 2.350
df
Sig. (2-
Mean
Std. Error
tailed)
Difference
Difference
Difference
Lower
Upper
528
.019
.15883
.06760
.02604
.29162
2.315 471.535
.021
.15883
.06860
.02404
.29362
variances
assumed
Equal
variances not
assumed
291
9.39 Post Identity means score difference between public and private schooling students
Nature of Education
institutions
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
2.5193
.81601
.05289
Private Sector
292
2.3322
.69672
.04077
dimension1
Levene's Test for

Equality of
Variances

95% Confidence
Interval of the
F
Equal
7.048
Sig.
df
.008 2.847
Sig. (2-
Mean
Std. Error
tailed)
Difference
Difference
Difference
Lower
Upper
528
.005
.18714
.06572
.05802
.31625
2.802 467.806
.005
.18714
.06678
.05590
.31837
variances
assumed
Equal
variances not
assumed
9.40 Pre Anxiety means score difference between public and private schooling
students
Nature of Education
institutions
PreAnxiety
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
3.0305
.85491
.05542
Private Sector
292
2.9289
1.19989
.07022
dimension1
Levene's Test
for Equality of
Variances
292
95% Confidence
Interval of the
Sig.
F
PreAnxiety Equal
5.961
Sig.
(2-
Mean
Std. Error
tailed)
Difference
Difference
528
.273
.10152
1.135 519.114
.257
.10152
df
.015 1.098
Difference
Lower
Upper
.09248
-.08016
.28321
.08945
-.07421
.27725
variances
assumed
Equal
variances
not
assumed
9.41 Post Anxiety means score difference between public and private schooling students
Nature of Education
institutions
PostAnxiety
Mean
Std. Deviation
Std. Error Mean
Public Sector
238
2.9779
.90753
.05883
Private Sector
292
2.8279
1.03842
.06077
dimension1
Levene's Test
for Equality of
Variances

95% Confidence
Interval of the
Sig.
F
PostAnxiety Equal
2.889
Sig.
Difference
(2-
Mean
Std. Error
tailed)
Difference
Difference
528
.081
.15003
.08574 -.01841
.31847
1.774 525.413
.077
.15003
.08458 -.01612
.31618
.090 1.750
df
Lower
Upper
variances
assumed
Equal
variances
not
assumed
293
9.42 Pre Integrative Motivation mean score difference between English and local medium
Group Statistics
Previous education
institutions of the students
PreIntegrative
Mean
Std. Deviation
Std. Error Mean
English medium
328
3.4395
.71595
.03953
local language medium
200
3.5000
.63194
.04468
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2-
Sig.
df
2.269
.133
-.985
Mean
tailed) Difference
Std. Error
Difference
Difference
Lower
Upper
526
.325
-.06054
.06149 -.18133
.06025
- 460.669
.311
-.06054
.05966 -.17778
.05670
variances
assumed
Equal
variances
1.015
not
assumed
9.43 PostIntegrative Motivation mean score difference between English and local medium
Previous education
PostIntegrative
Mean
Std. Deviation
Std. Error Mean
English medium
328
3.3837
.73060
.04034
200
3.4793
.67735
.04790
Levene's
Test for
Equality of
Variances
294
95% Confidence
Interval of the
Sig.
(2-
Sig.
2.041
.154
variances
df
-
Mean
Std. Error
Difference
Lower
Upper
526
.135
-.09557
.06378 -.22087
.02972
- 445.153
.128
-.09557
.06262 -.21864
.02749
1.498
assumed
Equal
variances
1.526
not
assumed
9.44 Pre Instrumental Motivation mean score difference between English and local medium
Previous education
PreInstrumental
Mean
Std. Deviation
Std. Error Mean
English medium
328
3.7591
.65724
.03629
200
3.8300
.61504
.04349
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2-
variances
Sig.
4.502
.034
df
-
526
Mean
Std. Error

.219
-.07085
.05756
1.231
Difference
Lower
-
Upper
.04222
.18393
assumed
Equal
variances
- 442.152
1.251
.212
-.07085
.05664
.04047
.18217
not
assumed
295
9.45 PostInstrumental Motivation mean score difference between English and local medium
Previous education
PostInstrumental
Mean
Std. Deviation
Std. Error Mean
English medium
328
3.7165
.67708
.03739
200
3.8117
.64155
.04536
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
Sig.
1.405 .236
variances
df
-
526
Mean
Std. Error

.111
-.09520
Difference
Lower
.05956
1.598
Upper
- .02180
.21220
assumed
Equal
- 438.115
variances
.106
-.09520
.05878
1.620
- .02033
.21074
not
assumed
9.46 Pre Parental Encouragement mean score difference between English and local medium
Previous education
Mean
Std. Deviation
Std. Error Mean
English medium
328
2.9943
.49762
.02748
200
3.0744
.47999
.03394
Levene's
Test for
Equality
of
Variance
s
296
95%
Confidence
Sig.
nt
variance
Sig.
.02
.88
(2-
Mean
Std. Error
Interval of the
tailed
Differenc
Differenc
Difference
Lower Upper
df
.0064
1.81
.1666
526
.070
-.08009
.04405
assume
d
Equal
variance
432.31
1.83
s not
.067
-.08009
.04367
.0057
.1659
assume
d
9.47 Post Parental Encouragement mean score difference between English and local medium
Previous education
Mean
Std. Deviation
Std. Error Mean
PostParentalEncouragemen English medium
328
2.9668
.49837
.02752
200
3.0869
.54827
.03877
Levene's
Test for
Equality of
Variances

95%
Sig.
(2-
Mean
Std.
Confidence
Error
Interval of the
tailed Differenc Differenc
PostParentalEncouragem
Equal
ent
variance
s
Sig.
df
1.97
.16
526
)
.010
e
-.12003
e
.04646
Difference
Lower Upper
-
2.58
.2112
.0287
assume
d
297
Levene's
Test for
Equality of
Variances

95%
Sig.
(2-
Mean
Std.
Confidence
Error
Interval of the
Difference
tailed Differenc Differenc
PostParentalEncouragem
Equal
ent
variance
Sig.
1.97
.16
df
526
.010
-.12003
Lower Upper
.04646
2.58
.2112
.0287
.2135
.0265
assume
d
Equal
variance
s not
389.81
2.52
.012
-.12003
.04754
assume
d
9.48 Pre English Course mean score difference between English and local medium
Previous education
PreEnglishCourse
Mean
Std. Deviation
Std. Error Mean
English medium
328
3.3908
.45266
.02499
200
3.4150
.50375
.03562
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
(2F
Sig.
df
Mean
Std. Error
Difference
Lower
Upper
298
1.075 .300
variances
526
.568
-.02425
.04240
.572
- .05905
.10755
assumed
Equal
- 386.215
variances
.578
-.02425
.04351
.557
- .06131
.10980
not
assumed
9.49 Post English Course mean score difference between English and local medium
Previous education
PostEnglishCourse
Mean
Std. Deviation
Std. Error Mean
English medium
328
3.4360
.44102
.02435
200
3.4042
.54127
.03827
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
Sig.
4.655 .031 .736
df
526
Mean
Std. Error

.462
.03181
.04319
variances
Difference
Lower
Upper
- .11665
.05304
assumed
Equal
variances
.701 357.106
.484
.03181
.04536
- .12102
.05740
not
assumed
299
9.50 Pre English teacher mean score difference between English and local medium
Previous education
PreEnglishTeacher
Mean
Std. Deviation
Std. Error Mean
English medium
328
4.2470
.56496
.03119
200
4.1388
.58921
.04166
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
Sig.
.161 .688 2.100
df
Mean
Std. Error
Difference
Lower
Upper
526
.036
.10820
.05152 .00699 .20941
2.079 406.846
.038
.10820
.05205 .00589 .21052
variances
assumed
Equal
variances
not
assumed
300
9.51 Post English teacher mean score difference between English and local medium
Previous education institutions of the

students
PostEnglishTeacher English medium

Mean
Std.
Std. Error
Deviation
Mean
328 4.2188
.63201
.03490
200 4.1813
.67387
.04765
Levene's
Test for
Equality of
Variances

95%
Confidence
Interval of the
Sig.
(2F
Sig.
.644 .422 .645
df
526
Mean
Std. Error

.519
.03750
.05815
variances
Difference
Lower
Upper
- .15174
.07674
assumed
Equal
variances
.635 399.735
.526
.03750
.05906
- .15361
.07861
not
assumed
301
9.52 Pre Identity mean score difference between English and local medium
Previous education
Mean
Std. Deviation
Std. Error Mean
English medium
328
2.3146
.75438
.04165
200
2.4180
.80730
.05708
Levene's Test for

Equality of
Variances

95% Confidence
Interval of the
F
t Equal
Sig.
2.329
.128
variances
df
-
Sig. (2-
Mean
Std. Error
tailed)
Difference
Difference
Difference
Lower
Upper
526
.138
-.10337
.06951
-.23992
.03319
- 398.561
.144
-.10337
.07067
-.24229
.03556
1.487
assumed
Equal
variances not
1.463
assumed
9.53 Post Identity mean score difference between English and local medium
Previous education
Mean
Std. Deviation
Std. Error Mean
English medium
328
2.3433
.68077
.03759
200
2.5430
.85687
.06059
Levene's Test for

Equality of
Variances

95% Confidence
Interval of the
Sig.
df
Sig. (2-
Mean
Std. Error
tailed)
Difference
Difference
Difference
Lower
Upper
302
Equal
15.399
.000
variances
526
.003
-.19971
.06749
-.33229
-.06713
- 350.099
.005
-.19971
.07130
-.33994
-.05947
2.959
assumed
Equal
variances not
2.801
assumed
9.54 Pre Anxiety mean score difference between English and local medium
Previous education
PreAnxiety
Mean
Std. Deviation
Std. Error Mean
English medium
328
2.8834
1.15665
.06387
200
3.1125
.85902
.06074
Levene's Test
for Equality of
Variances

95% Confidence
Interval of the
Sig.
F
PreAnxiety Equal
variances
3.399
Sig.
.066
(2-
Mean
Std. Error
tailed)
Difference
Difference
526
.016
-.22912
- 505.920
.010
-.22912
df
-
Difference
Lower
Upper
.09456
-.41487
-.04336
.08814
-.40228
-.05595
2.423
assumed
Equal
variances
2.600
not
assumed
303
9.55 Post Anxiety mean score difference between English and local medium
Previous education
PostAnxiety
Mean
Std. Deviation
Std. Error Mean
English medium
328
2.7759
1.01145
.05585
200
3.0963
.90735
.06416
Levene's
Test for
Equality of
Variances

95% Confidence
Interval of the
Sig.
F
PostAnxiety Equal
variances
.981
Sig.
.322
(2-
Mean
Std. Error
tailed)
Difference
Difference
526
.000
-.32034
- 455.623
.000
-.32034
df
-
Difference
Lower
Upper
.08733
-.49189
-.14878
.08506
-.48750
-.15317
3.668
assumed
Equal
variances
3.766
not
assumed
304
Appendix-10
Table 10.1 Gender of the student

Cumulative
Frequency
Valid
male
female
Total
Percent
Valid Percent
Percent
486
91.7
91.7
91.7
44
8.3
8.3
100.0
530
100.0
100.0
Figure 10.2 Gender of Students
Table 10.3 Place of living

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Urban
152
28.7
28.7
28.7
Rural
378
71.3
71.3
100.0
Total
530
100.0
100.0
305
Figure 10.4 Place of living

Table 10.5 Local language
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Sindhi
326
61.5
61.5
61.5
Urdu
136
25.7
25.7
87.2
Seriki
32
6.0
6.0
93.2
Balochi
24
4.5
4.5
97.7
Punjabi
12
2.3
2.3
100.0
530
100.0
100.0
Total
Figure 10.6 Local language
306
Table 10.7 Profession of the parents

Cumulative
Frequency
Valid
Landlord
Percent
Valid Percent
Percent
101
19.1
19.1
19.1
Civil Officer
29
5.5
5.5
24.5
Engineer
66
12.5
12.5
37.0
Private Bussiness
108
20.4
20.4
57.4
Govt. Officer
226
42.6
42.6
100.0
Total
530
100.0
100.0
Figure 10.8 Profession of parents

Table 10.9 Previous education institutions of the students
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
English medium
328
61.9
61.9
61.9
200
37.7
37.7
99.6
.4
.4
100.0
530
100.0
100.0
Madrasssah
Total
307
Figure 10.10 Previous Education Institution

Table 10.11 Nature of Education institutions
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Public Sector
238
44.9
44.9
44.9
Private
292
55.1
55.1
100.0
530
100.0
100.0
Sector
Total
308
Figure 10.12 nature of Education Institution

Table 10.13 English learning in school education
Frequenc
y
Valid
Percent
Valid
Cumulative
Percent
Percent
Yes
493
93.0
93.0
93.0
No
36
6.8
6.8
99.8
5.00
.2
.2
100.0
Total
530
100.0
100.0
Table 10.14 English learning in college education

Frequen
cy
Valid Yes
No
Total
Percent
Valid
Cumulative
Percent
Percent
497
93.8
93.8
93.8
33
6.2
6.2
100.0
530
100.0
100.0
309
Table 10.15 English learning in private tuition

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Yes
199
37.5
37.5
37.5
No
331
62.5
62.5
100.0
Total
530
100.0
100.0
Table 10.16 English learning experience in previous years

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Not al all
81
15.3
15.3
15.3
not really
196
37.0
37.0
52.3
So_so
127
24.0
24.0
76.2
Quite a lot
84
15.8
15.8
92.1
very much
42
7.9
7.9
100.0
530
100.0
100.0
Total
Table 10.17 Readiness for university English course

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Not at all
1.5
1.5
1.5
Not really
39
7.4
7.4
8.9
So_so
149
28.1
28.1
37.0
Quite a lot
176
33.2
33.2
70.2
Very much
158
29.8
29.8
100.0
Total
530
100.0
100.0
310
Table 10.18 Comparative Importance of English with Engineering course

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Not al all
.8
.8
.8
Not really
12
2.3
2.3
3.0
So_so
42
7.9
7.9
10.9
Quite a lot
125
23.6
23.6
34.5
Very much
347
65.5
65.5
100.0
Total
530
100.0
100.0
Figure 10.19 English and Engineering Subjects
Table 10.20 Post Test_Progress made in reading skill after English

course
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
not al all
10
1.9
1.9
1.9
not really
21
4.0
4.0
5.8
So_so
131
24.7
24.7
30.6
quite a lot
220
41.5
41.5
72.1
very much
148
27.9
27.9
100.0
Total
530
100.0
100.0
311
Table 10.21 Post Test_Progress made in speaking skill after English course
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Not al all
12
2.3
2.3
2.3
Not really
22
4.2
4.2
6.4
So_so
170
32.1
32.1
38.5
Quite a lot
180
34.0
34.0
72.5
Very much
146
27.5
27.5
100.0
Total
530
100.0
100.0
Table 10.22 Post Test_Progress made in listening skill after English course
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Not al all
10
1.9
1.9
1.9
Not really
19
3.6
3.6
5.5
So_so
114
21.5
21.5
27.0
Quite a lot
215
40.6
40.6
67.5
Very much
172
32.5
32.5
100.0
Total
530
100.0
100.0
Table 10.23 Post Test_Progress made in writing skill after English course
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Not al all
37
7.0
7.0
7.0
Not really
223
42.1
42.1
49.1
SO_so
165
31.1
31.1
80.2
Quite a lot
66
12.5
12.5
92.6
Very much
39
7.4
7.4
100.0
530
100.0
100.0
Total
312
Table 10.24 Post Test_Interest in taking English language courses in

future
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Yes
471
88.9
88.9
88.9
No
59
11.1
11.1
100.0
530
100.0
100.0
Total
Figure 10.25 Interest in taking future English course
Table 10.26 want to learn English so that I can know English speaking people better
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
12
2.3
2.3
2.3
disagree
33
6.2
6.2
8.5
neither agree nor disagree
73
13.8
13.8
22.3
agree
207
39.1
39.1
61.3
strongly agree
205
38.7
38.7
100.0
Total
530
100.0
100.0
313
TabIe 10.27 want to learn English so that I can mix comfortably with British or American
Pakistanis based in Pakistan
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strong disagree
28
5.3
5.3
5.3
disagree
39
7.4
7.4
12.6
91
17.2
17.2
29.8
agree
234
44.2
44.2
74.0
strongly agree
138
26.0
26.0
100.0
Total
530
100.0
100.0
Table 10.28 I want to learn English so that I become part of the English speaking Pakistanis
community
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
26
4.9
4.9
4.9
disagree
68
12.8
12.8
17.7
106
20.0
20.0
37.7
agree
213
40.2
40.2
77.9
strongly agree
117
22.1
22.1
100.0
Total
530
100.0
100.0
Table 10.29 I am learning English because it is the language of the Pakistani

Engineering community
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
33
6.2
6.2
6.2
disagree
80
15.1
15.1
21.3
123
23.2
23.2
44.5
199
37.5
37.5
82.1
neither agree nor

disagree
agree
314
strongly agree
Total
95
17.9
17.9
530
100.0
100.0
100.0
Table 10.30 I am learning English because I want to be like British/Americans

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
185
34.9
34.9
34.9
disagree
146
27.5
27.5
62.5
89
16.8
16.8
79.2
agree
60
11.3
11.3
90.6
strongly agree
50
9.4
9.4
100.0
530
100.0
100.0
Total
Table 10.31 I want to learn English so that in future I become dual national like British
Pakistani/American Pakistani
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
70
13.2
13.2
13.2
disagree
83
15.7
15.7
28.9
110
20.8
20.8
49.6
agree
173
32.6
32.6
82.3
94
17.7
17.7
100.0
530
100.0
100.0
strongly agree
Total
315
Table 10.32 I wish to learn english to watch movies and read novels
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Strongly Disagree
26
4.9
4.9
4.9
Disagree
56
10.6
10.6
15.5
Neither agree nor
95
17.9
17.9
33.4
Agree
231
43.6
43.6
77.0
Strongly Agree
122
23.0
23.0
100.0
Total
530
100.0
100.0
disagree
Table 10.33 I learn English so that I can pass the English exam
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
92
17.4
17.4
17.4
disagree
95
17.9
17.9
35.3
92
17.4
17.4
52.6
agree
146
27.5
27.5
80.2
strongly agree
105
19.8
19.8
100.0
Total
530
100.0
100.0
Table 10.34 I want to learn English so that I can become a successful Engineer
Cumulative
Frequency
Valid
strongly disagree
Percent
Valid Percent
Percent
1.7
1.7
1.7
disagree
15
2.8
2.8
4.5
27
5.1
5.1
9.6
agree
155
29.2
29.2
38.9
strongly agree
324
61.1
61.1
100.0
Total
530
100.0
100.0
316
Table 10.35 I learn English so that I can access more advanced knowledge in the field of
engineering sciences
Cumulative
Frequency
Valid
strongly disagree
Percent
Valid Percent
Percent
1.3
1.3
1.3
disagree
10
1.9
1.9
3.2
28
5.3
5.3
8.5
agree
184
34.7
34.7
43.2
strongly agree
301
56.8
56.8
100.0
Total
530
100.0
100.0
10.36 I want to learn English because I will emigrate to UK/USA for a better future
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
46
8.7
8.7
8.7
disagree
62
11.7
11.7
20.4
108
20.4
20.4
40.8
agree
147
27.7
27.7
68.5
strongly agree
167
31.5
31.5
100.0
Total
530
100.0
100.0
Table 10.37 Without English I can not get high social status in Pakistan
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
64
12.1
12.1
12.1
disagree
88
16.6
16.6
28.7
90
17.0
17.0
45.7
agree
168
31.7
31.7
77.4
strongly agree
120
22.6
22.6
100.0
Total
530
100.0
100.0
317
Table 10.38 I want to learn English to visit abroad

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
27
5.1
5.1
5.1
disagree
62
11.7
11.7
16.8
113
21.3
21.3
38.1
agree
159
30.0
30.0
68.1
strongly agree
169
31.9
31.9
100.0
Total
530
100.0
100.0
..
Table 10.39 I learn English to please my parents
Frequenc
y
Valid
strongly disagree
Percent
Valid
Cumulative
Percent
Percent
50
9.4
9.4
9.4
disagree
116
21.9
21.9
31.3
neither agree nor
122
23.0
23.0
54.3
158
29.8
29.8
84.2
84
15.8
15.8
100.0
530
100.0
100.0
disagree
agree
strongly agree
Total
Table 10.40 My parents will highly reward me If I get good marks in English
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
25
4.7
4.7
4.7
disagree
42
7.9
7.9
12.6
115
21.7
21.7
34.3
agree
210
39.6
39.6
74.0
strongly agree
138
26.0
26.0
100.0
Total
530
100.0
100.0
318
Table 10.41 My parents encourage me to learn English

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
21
4.0
4.0
4.0
disagree
24
4.5
4.5
8.5
67
12.6
12.6
21.1
agree
224
42.3
42.3
63.4
strongly agree
194
36.6
36.6
100.0
Total
530
100.0
100.0
Table 10.42 My grandparents ask my parents to discourage me from learning English

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
251
47.4
47.4
47.4
disagree
126
23.8
23.8
71.1
82
15.5
15.5
86.6
agree
43
8.1
8.1
94.7
strongly agree
28
5.3
5.3
100.0
530
100.0
100.0
Total
Table 10.43 My parents buy me English story books and DVDs so that I remain in touch with
English in leisure time
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
52
9.8
9.8
9.8
disagree
94
17.7
17.7
27.5
136
25.7
25.7
53.2
agree
167
31.5
31.5
84.7
81
15.3
15.3
100.0
530
100.0
100.0
strongly agree
Total
319
Table 10.44 My grandparents think that English learning is a sign of following British colonial
pre-1947 values
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
153
28.9
28.9
28.9
disagree
147
27.7
27.7
56.6
127
24.0
24.0
80.6
agree
73
13.8
13.8
94.3
strongly agree
30
5.7
5.7
100.0
530
100.0
100.0
Total
Table 10.45 My parents will feel proud in Pakistani society If they talk about my English
proficiency with their friends and relatives
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
12
2.3
2.3
2.3
disagree
20
3.8
3.8
6.0
84
15.8
15.8
21.9
agree
222
41.9
41.9
63.8
strongly agree
192
36.2
36.2
100.0
Total
530
100.0
100.0
Table 10.46 My parents think that English learning is not important

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
332
62.6
62.6
62.6
disagree
155
29.2
29.2
91.9
26
4.9
4.9
96.8
.9
.9
97.7
12
2.3
2.3
100.0
530
100.0
100.0

agree
strongly agree
Total
.
320
Table 10.47
What I learn in English class helps me to use English in daily life
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
15
2.8
2.8
2.8
disagree
24
4.5
4.5
7.4
neither agree nor
75
14.2
14.2
21.5
agree
217
40.9
40.9
62.5
strongly agree
199
37.5
37.5
100.0
Total
530
100.0
100.0
disagree
Table 10.48 In English class I feel that I am learning something

Cumulative
Frequency
Valid
strongly disagree
Percent
Valid Percent
Percent
1.1
1.1
1.1
disagree
13
2.5
2.5
3.6
neither agree nor
36
6.8
6.8
10.4
agree
238
44.9
44.9
55.3
strongly agree
237
44.7
44.7
100.0
Total
530
100.0
100.0
disagree
Table 10.49 I do my English assignments or homework

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
201
37.9
37.9
37.9
disagree
176
33.2
33.2
71.1
60
11.3
11.3
82.5
agree
56
10.6
10.6
93.0
strongly agree
37
7.0
7.0
100.0
530
100.0
100.0
Total
321
Table 10.50 I would like to have more English language classes than I am having now
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
29
5.5
5.5
5.5
disagree
52
9.8
9.8
15.3
114
21.5
21.5
36.8
agree
195
36.8
36.8
73.6
strongly agree
140
26.4
26.4
100.0
Total
530
100.0
100.0
Table 10.51 The tasks in the lessons are from real life situation.
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
10
1.9
1.9
1.9
disagree
24
4.5
4.5
6.4
75
14.2
14.2
20.6
agree
282
53.2
53.2
73.8
strongly agree
139
26.2
26.2
100.0
Total
530
100.0
100.0
Table 10.52 If English was not a compulsory subject at University I would not have
chosen this course
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
171
32.3
32.3
32.3
disagree
191
36.0
36.0
68.3
83
15.7
15.7
84.0
agree
48
9.1
9.1
93.0
strongly agree
37
7.0
7.0
100.0
530
100.0
100.0
Total
..
322
Table 10.53 I get along well with my English teacher

Cumulative
Frequency
Valid
strongly disagree
Percent
Valid Percent
Percent
1.7
1.7
1.7
disagree
17
3.2
3.2
4.9
83
15.7
15.7
20.6
agree
241
45.5
45.5
66.0
strongly agree
180
34.0
34.0
100.0
Total
530
100.0
100.0
Table 10.54 My English teacher wants me to succeed

Cumulative
Frequency
Valid
strongly disagree
Percent
Valid Percent
Percent
12
2.3
2.3
2.3
.2
.2
2.5
47
8.9
8.9
11.3
agree
203
38.3
38.3
49.6
strongly agree
267
50.4
50.4
100.0
Total
530
100.0
100.0
disagree
neither agree nor
disagree
Table 10.55 My English teacher tries to make tasks relevant for every student
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
20
3.8
3.8
3.8
disagree
13
2.5
2.5
6.2
neither agree nor
63
11.9
11.9
18.1
agree
247
46.6
46.6
64.7
strongly agree
187
35.3
35.3
100.0
Total
530
100.0
100.0
disagree
323
Table 10.55 My English language teacher gives me the opportunity to participate in

the class and gives useful feedback
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
.9
.9
.9
disagree
1.1
1.1
2.1
57
10.8
10.8
12.8
agree
195
36.8
36.8
49.6
strongly agree
267
50.4
50.4
100.0
Total
530
100.0
100.0
neither agree nor

disagree
Table 10.56 English learning is against the principles of Islam

Frequenc
y
Valid
Percent
Valid
Cumulative
Percent
Percent
strongly disagree
306
57.7
57.7
57.7
disagree
116
21.9
21.9
79.6
50
9.4
9.4
89.1
agree
44
8.3
8.3
97.4
strongly agree
14
2.6
2.6
100.0
530
100.0
100.0
neither agree nor

disagree
Total
Table 10.57 I think learning English will change my local Pakistani outlook
Frequenc
y
Valid
Percent
Valid
Cumulative
Percent
Percent
strongly disagree
122
23.0
23.0
23.0
disagree
120
22.6
22.6
45.7
95
17.9
17.9
63.6
118
22.3
22.3
85.8
75
14.2
14.2
100.0
530
100.0
100.0
neither agree nor

disagree
agree
strongly agree
Total
324
Table 10.58 English learning will make me more liberal in religious affairs
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
strongly disagree
77
14.5
14.5
14.5
disagree
87
16.4
16.4
30.9
140
26.4
26.4
57.4
154
29.1
29.1
86.4
72
13.6
13.6
100.0
530
100.0
100.0
neither agree nor

disagree
agree
strongly agree
Total
Table 10.59 I dont like when I see local Pakistanis speaking in English with one
another
Frequenc
y
Valid
Percent
Valid
Cumulative
Percent
Percent
strongly disagree
236
44.5
44.5
44.5
disagree
144
27.2
27.2
71.7
69
13.0
13.0
84.7
agree
47
8.9
8.9
93.6
strongly agree
34
6.4
6.4
100.0
530
100.0
100.0
neither agree nor

disagree
Total
Table 10.60 If I speak English people will think that I am not a true Pakistani
Frequenc
y
Percent
Valid
Cumulative
Percent
Percent
Valid strongly disagree
226
42.6
42.6
42.6
disagree
164
30.9
30.9
73.6
69
13.0
13.0
86.6
agree
45
8.5
8.5
95.1
strongly agree
26
4.9
4.9
100.0
neither agree nor

disagree
325
Table 10.60 If I speak English people will think that I am not a true Pakistani
Frequenc
y
Percent
Valid
Cumulative
Percent
Percent
226
42.6
42.6
42.6
disagree
164
30.9
30.9
73.6
69
13.0
13.0
86.6
agree
45
8.5
8.5
95.1
strongly agree
26
4.9
4.9
100.0
530
100.0
100.0
neither agree nor

disagree
Total
Table 10.61I am not as good in English as my other classmates

Frequenc
y
Percent
Valid
Cumulative
Percent
Percent
55
10.4
10.4
10.4
disagree
119
22.5
22.5
32.8
neither agree nor
134
25.3
25.3
58.1
168
31.7
31.7
89.8
54
10.2
10.2
100.0
530
100.0
100.0
disagree
agree
strongly agree
Total
Table 10.62 I get nervous when I speak English with waiting staff at the multinational
restaurants based in Pakistan such as Pizza Hut or McDonalds
Cumulative
Frequency
Valid
strongly disagree
Percent
Valid Percent
Percent
84
15.8
15.8
15.8
disagree
128
24.2
24.2
40.0
118
22.3
22.3
62.3
agree
144
27.2
27.2
89.4
56
10.6
10.6
100.0
strongly agree
326
Table 10.62 I get nervous when I speak English with waiting staff at the multinational
restaurants based in Pakistan such as Pizza Hut or McDonalds
Cumulative
Frequency
Valid
strongly disagree
Percent
Valid Percent
Percent
84
15.8
15.8
15.8
disagree
128
24.2
24.2
40.0
118
22.3
22.3
62.3
agree
144
27.2
27.2
89.4
56
10.6
10.6
100.0
530
100.0
100.0
strongly agree
Total
Table 10.63 I feel shy when I speak English in class

Frequen
cy
disagree
neither agree nor
Percent
Valid
Cumulative
Percent
Percent
123
23.2
23.2
23.2
104
19.6
19.6
42.8
87
16.4
16.4
59.2
145
27.4
27.4
86.6
71
13.4
13.4
100.0
530
100.0
100.0
disagree
agree
strongly agree
Total
Table 10.64 I fear that my fellow students would laugh at me If I made mistakes
in English
Frequenc
y
Valid
Percent
Valid
Cumulative
Percent
Percent
strongly disagree
110
20.8
20.8
20.8
disagree
113
21.3
21.3
42.1
90
17.0
17.0
59.1
148
27.9
27.9
87.0
69
13.0
13.0
100.0
530
100.0
100.0
neither agree nor

disagree
agree
strongly agree
Total
327
328

DR Pathan Thesis

Uploaded by

Copyright:

Available Formats

DR Pathan Thesis

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DR Pathan Thesis

Uploaded by

Copyright:

Available Formats

Pathan, Habibullah (2012) A longitudinal investigation of Pakistani

university students' motivation for learning English. PhD thesis

Glasgow Theses Service

A Longitudinal Investigation of Pakistani University Students

Personal, Professional and Academic Motivation..01

From Masters to PhD level.........02

Background of the study.........03

Scope of the study.......03

Aims of the study....07

Organization of the Thesis..08

Chapter 2: English Language Teaching and Education in Pakistan

Sociolinguistic Profile of Pakistan......09

History of English Language Contact: Pre Independence..10

Cultural Infiltration of English 1600-1757.....11

Exonormative orientation and colonial standing 1757-1905......11

English Replaces Persian........13

From Rejection to Acceptance of English..13

History of English Language Contact: Post Independence......15

English in the Constitution of Pakistan........15

Uses and Users of English in Pakistan........18

The profile of the role of English on ELT classroom in Pakistan...........20

English and Vernacular Medium Schools in Pakistan........20

Higher Education in Pakistan..........22

The Higher Education Commission of Pakistan......23

The English Language Teaching Reforms Project of HEC Pakistan.......24

2.6.4.1 Programs Under ELTR project.........26

Materials and Models of English teaching.......27

English at Engineering University .....28

Profile of Engineering University.......28

ELT at MUET Jamshoro.....29

Phase-1 of ELT at Engineering University.....30

Phase-2 of ELT at Engineering University.....30

Phase-3 of ELT at Engineering University.....33

English Language Course at Engineering University.34

2.8.6.1 Overall English Course...39

Chapter 3: Second Language (L2) Motivation Research

3.3.1 Three phases of L2 motivation research......49

Gardners Motivation theory and Integrativeness....53

The Socio-Educational Model.................54

3.5.1 Four Class of Variables (Gardners Socio Educational Model).......57

Attitude Motivation Test Battery (AMTB).......58

Trembley and Gardners Model....59

Expectancy Value Theory in L2 Motivation.....59

Clement Socio-Context Model of L2 Learning.....61

Self Determination Theory and L2 Motivation.........63

Temporal Dimension of L2 Motivation.....63

3.12.1 Ushioda Research on Time/Motivation.....................63

Dornyeis and Ottos process model of L2 motivation......64

Dornyeis Motivational Framework.......67

3.14.1 Language Level......68

Summary of Conceptualization of motivation research....71

Chapter 4: Research Methodology

Introduction to the Chapter............76

Aims of the research..76

4.4.1 Quantitative and Qualitative..77

Participants and Sampling......87

4.6.1 Study Site.....87

4.7.1 Pilot Study of the Questionnaire............89

4.8.1 Processing Questionnaire data.......................94