Motivation and ESL Learning Self-system in Pakistani Students

Maimoona Yaqoob, Mumtaz Ahmed, Muhammad Arshad


The aim of this study is to investigate the role  of the motivational force ‘Ideal L2 self’ in university students of Pakistan and the students’ wish to become competent speakers of English and how they see themselves as future language users. In this regard two main components of Dornyei’s (2005, 2009) self system theory; Ideal L2 self and ought to L2 self, have been tested in Pakistani learners context. In this mixed method approach the researchers have examined that what are the ‘Ideal selves’ which motivate the students of Pakistan toward English and what are the negative consequences resulting from lack of L2 knowledge in future. The data for this research have been taken through survey interviews from 15 teachers, 5 each from school, college and university level from District Faisalabad, Pakistan. On the basis of the interviews from the teachers two questionnaires, on promotional factors and the preventive factors, were prepared to establish attitudes of the students regarding this motivational force. The findings of the research confirmed the strong motivational influences of the components of the ESL Motivational Self System on the participants. Analysis of data confirmed that there are various promotional and preventive factors which incline Pakistani learners toward learning English. It has been concluded that L2 motivational self system is a valuable tool to measure ESL motivation in Pakistani context. The researchers suggest that teachers should tackle these promotional and preventive factors as a tool to incline their students toward learning English so that the students may be able to explore how they can restore their national, religious and cultural identity after English learning and what type of role English can play in this regard.

Key words: ESL, motivation, L2 self system, Ideal L2 self, Ought to L2 self, promotional factors, preventive factors.

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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