Motivation to Learn English language: A Survey on Parents’ & Teachers’ Influence on L2 learners in Sindh, Pakistan

Saeed Wadho, Shumaila Memon, Rafique Ahmed Memon


Motivation is, without question, the most complex and challenging issue faced by English language teachers today (Schiedekr & Freeman, 1999). It is a key contributing factor for L2 learning (Cheng & Dornyei, 2007; Gardner, 1985b). It is an established fact that no motivation means no learning. Motivation comes from different sources. Freeman (1999) holds teachers and parents to be influencing forces for learners’ motivation. The present study was conducted at college level in Kambar Shahdadkot and investigates the influence of parents and teachers on L2 learning. The study is quantitative in nature. The survey was conducted and data was collected through questionnaire. The study found that students were heavily influenced by parents and teachers. Most of the learners learn English language due to the respect they owe to their parents and teachers. The parents and teachers have positive attitude towards English language, thus, they influence L2 learners’ motivation and decisions considerably. The study also found that most L2 learners learn English language due to the rewards given to them by their parents. Besides, teachers’ positive relation with learners also motivates them to learn English. It was also found that a lack of feedback from teachers contribute a demotivating factor for the L2 learners. The study suggests that teaching methodology plays crucial role in L2 motivation and brings positive results for the learners.

Keywords: Motivational psychology, Motivation, L2 learners, Parents & Teachers: In What way teachers and parents influence on L2 learners motivation

Full Text:



Campbell, E., & Storch, N. (2011) The Changing Face of Motivation. Australian Review of Applied Linguistics, 34(2), 166-192.

Chambers, G. (2001) Reflections on Motivation. London: CiLT.

Crookes, G., & Schmidt, R.W. (1991) Motivation: reopening the research agenda. Language Learning, 41/4, pp. 469-512. 206

Csizer, K. and Dornyei, Z. (2005) The internal structure of language learning motivation: Results of structural equation modelling. Modern Language Journal, 89(1), 1936

Deci, E.L. and Ryan, R.M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum.

Deci, E.L. and Ryan, R.M. (2000). ‘Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being’. American Psychologist 55/1, pp. 68-78.

Dörnyei, Z. (1990) Conceptualizing motivation in foreign language learning. Language Learning, 40, pp. 45-78.

Dörnyei, Z., Csizer (1998). Ten commandments for motivating language learners. Results of an empirical study. Language Teaching Research, 23, 202-22.

Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.

Dörnyei, Z. (2000a). Motivation in action: Towards a process-oriented conceptualization of student motivation. British Journal of Educational Psychology, 70, 519-538.

Dörnyei, Z. (2000b). Motivation and motivation theories. In M. Byram (Ed.), pp. 425-435.

Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4, 275-300.

Dörnyei, Z. (2001a). Teaching and Researching Motivation. Harlow: Longman.

Dörnyei, Z. (2001b). New themes and approaches in L2 motivation research. Annual Review of Applied Linguistics, Vol.21, pp. 43-59.

Dörnyei, Z. (2003a). Questionnaires in Second Language Research. London: Lawrence Associates Publishers.

Dörnyei, Z. (ed.) (2003b). Attitudes, orientations and motivations in language learning. Oxford: Blackwell.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum

Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, England: Multilingual Matters

Gardner, R.C. (1985). Social psychological aspects of second language learning: The role of attitudes and motivation. London: Edward Arnold.

Scheideker, D., and W. Freeman (1999). Bringing out the Best in Students: How Legendary Teachers Motivate Kids. Thousand Oaks, CA: Corwin Press.

Gardner, R.C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79, 505-520.

Weiner, B. (1994). ‘Integrating social and personal theories of achievement motivation’. Review of Educational Research, 64, pp.557-73.

Williams, M. and Burden R. (1997). Psychology for Language Teachers. Cambridge.

Zhu, D. (2007). EFL Learning Motivation in Shanghai Upper Secondary Students and Influence of Important Others, Unpublished PhD Thesis. University of York, UK.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the '' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.