Examining Relationship between Learners’ Motivation and Social Identity: A Study of Pakistani ESL Learners

Abstract

The paper deals with an understanding of the relationship between Second Language learner identity and moitivation to learn English. The research employs Mixed Method research design. The tools used in this study are survey questionnaire and interviews. The sample of the study is N=249 undergraduate students from different public and private sector universities of Pakistan and N=20 ESL instructors. The data analysis involved various statistical tests in order to examine the correlation of socio-cultural factors, pedagogy, religious influence, and parental influence with learner social identity and motivation to learn English. The quantitative data was analysed through SPSS for validity and reliability testing, correlation analysis, and hypothesis testing. The quantitative results showed statistically significant correlation between different variables such as socio-cultural factors, pedagogy, religious influence, and parental influence and interplay of these variables with learner social identity and motivation to learn English. The qualitative interviews with ESL experts, futher strengthened the results by providing valuable insights on the subject of inquiry based on their experience and expertise in English Language teaching in universities of Pakistan.