INVESTIGATING MOTIVATIONAL ORIENTATIONS OF HIGHER SECONDARY SCHOOLS STUDENTS TOWARDS ENGLISH LANGUAGE LEARNING USING DÖRNYEI’S L2 MOTIVATIONAL SELF-SYSTEM

Abstract

This paper reviewed the theoretical framework of the L2 Motivational Self-System (L2MSS), as developed by Dornyei, that students in higher secondary schools are motivated to learn the English language in the Bannu district by the theoretical framework; which consisted of the Ideal L2 Self, the Ought-to L2 Self, and the L2 Learning Experience. A quantitative research design is used in this study, where a structured questionnaire based on Taguchi et al. (2009), specifically tailored for this study, which was meant to be used to determine the motivational dispositions of learners on the three L2MSS components, was used to collect the data. The population of the study was made up of 250 students of higher secondary schools in the Bannu district chosen using simple random sampling among both the public and the private schools in the district. The responses have been noted using a five-point Likert scale, with ‘strongly agree, and ‘strongly disagree’ being the ends of the scale. The data obtained were processed in the Statistical Package of the Social Sciences (SPSS), and the descriptive statistical methods, including frequencies, percentages, means, standard deviations, and variances, were used to explain the motivational pattern of the learners. The results showed there is a positive learning orientation of the students towards learning English. The most powerful of the three motivational elements was the Ideal L2 Self whose mean scores are greater, as the learner believes that they are highly influenced by a set of visions that they have of themselves as competent English speakers in their future studies, work, and social life. The desire of the students to communicate fluently in English, attain greater education, acquire superior career roles and international interrelations played important roles in motivating them throughout. The Ought-to L2 Self showed a moderate effect on the motivation of the learners and expressed the contribution of parental expectations, social norms, peer pressure, and perceived responsibilities related to being proficient in the English language. Although students admitted the necessity to live up to the external expectations, they were not the driving force compared to their own expectations and future self-images. In a similar vein, L2 Learning Experience demonstrated a significant (although moderate) effect on motivation, including engagement in the classroom, enjoyment and interest in English lessons, and attitudes towards the learning environment. The classroom positive atmosphere, teacher assistance, and intrinsic pleasure in learning English were observed to support the motivation, yet inconsistencies in the responses suggested that the pedagogical enhancement was possible. In general, the paper validates the suitability and applicability of L2 Motivational Self-System developed by Dornyei to the Pakistani higher secondary settings and points to the Ideal L2 Self as the most prominent predictor of motivation to learn English as a language. The research findings indicate the significance of educational activities that promote the development of future-oriented self-concepts in learners and at the same time allow improving classroom experiences and offering positive social contexts that facilitate sustained motivation and successful English language acquisition.