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1. Role of Integrative and
Instrumental motivation among
Pakistani ESL diploma learners

2. PRESENTER:AHMAD
MASHHOOD

3. INTRODUCTION
MOTIVATION:
The extent one strive to acquire the language because of the
desire to do so and the satisfaction derived from it.
Integrative motivation: A learner has a
genuine personal desire to learn a language in order to
communicate more satisfactorily with a speaking
community.
Instrumental motivation: A learner is more
interested in the language for gaining necessary
qualifications, improving employment prospects etc.

4. STATEMENT OF THE PROBLEM
 Large Pakistani population is attracted towards ESL learning
course
 High rates of absenteeism and failure is matter of concern
Those who pass does not have satisfactory results
 In order to improve ESL learning process, identification and
measurement of level of orientations of motivation among
Pakistani learners
 Motivation is one of a key factor in second language learning

5. RESEARCH OBJECTIVES
To find out the role (which is related to measurement of
level) of types of motivation among Pakistani ESL
learners.
To find out the relationship between motivation of ESL
learners and their academic achievements (impact of
types of motivation on the CGPA of the learners).

6. RESEARCH QUESTIONS
What kind of motivation is playing major part among
Pakistani L2 learners?
 What is the level of students’ motivation of English
language learning as it relates to the Pakistani community?
Is there any significant difference between learning
motivation of high academic achievers (CGPA>3.20) and
the learning motivation of other learners?
What are the pedagogical implications of the research
findings?

7. SIGNIFICANCE
This research will identify and measure the integrative and
instrumental orientations of the motivation of Pakistani ESL
learners.
 This research will provide an opportunity to the ESL teachers
as well as authorities to know about ESL motivation types
and present status of these variables (Integrative,
instrumental)
They can improve their ‘Motivational teaching
strategies ‘ as well as their ESL diploma courses
respectively.

8. METHODOLOGY
RESEARCH DESIGN:
 The design of this research is Quantitative /Descriptive
research / and its approach is of “Survey type”.
POPULATION:
All the participants of ESL diploma class of, English language
department of NUML Lahore campus and University of the
Punjab, Quaid -E-Azam campus Lahore.

9. RESEARCH SAMPLE:
 The sample will be selected by “Convenience sampling”
from the access able population. It is consisted of about 70
students.
 INSTRUMENT:
A questionnaire will be devised or modified from the
Gardner’s Attitude motivation test battery (AMTB)
consisted of 30 Questions and one open ended Question.
SAMPLE AND INSRUMENT

10. PROCEDURE OF ANALYSIS
 Statistical devices will be used to analyze this
numerical data obtained from the sample e.g. Mean,
Standard deviation, T-charts.
Employing statistical package for social sciences (SPSS)
in term of mean descriptive statistics.

11. LIMITATIONS
This study will be conducted on the ESL learners of only two
English language departments of Pakistani universities of
Lahore.
 Due to limited time frame therefore cannot be generalized for all
the ESL learners .
 As motivation is a social phenomenon(variable) can vary from
culture to culture and society.
 Motivation is only one important aspect of second language
learning, other five aspects as described by Gardner (1985)
should also be considered for proper understanding .

12. RESEARCH FINDINGDS
CONCLUSION /RESEARCH FINDINGS:
After the analysis of the numerical data obtained from the
research sample, we can describe and interpret it and will
give our research findings about the particular area of
interest (motivation) of this research.

13. REFRENCE LIST:
• Gardner, R.C. (1996), Motivation and second language acquisition:
Perspective, Journal of the CAAL, 18(2): 19-42.
• Lambert, W. E. (1974). Culture and language as factors in learning and
education. In F.F Aboud and R .D. Meads (Eds), Cultural factors in
learning and education (pp. 91 -122). Bellingham: Western
Washington state university.
• Vaezi, Z. (2008) language learning motivation among Iranian
undergraduate students. World applied science Journal, 5(1):54-61
2008.
• Moskovy, C. & Alrabi, F. (2009) intrinsic motivation in Saudi learners
of English as a foreign language. The open applied linguistics Journal,
2009.2, 1-10.The University of new Castal, NSW Australia.
• Kitjiaroonchai ,N. (2013) Motivation toward English language learning
of students in secondary and high school in education service area
office 4, Saraburi province , Thailand. International journal of
language and linguistics (2012); 1(1); 22-33

14. •THANK YOU