Learning Experiences and Motivation of Undergraduate Students in Pakistani EFL Classrooms: A Qualitative Study

Autor/in	Islam, Muhammad
Titel	Learning Experiences and Motivation of Undergraduate Students in Pakistani EFL Classrooms: A Qualitative Study
Quelle	In: Bulletin of Education and Research, 41 (2019) 1, S.221-234 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Learning Experience; Learning Motivation; Undergraduate Students; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Urdu; Comparative Analysis; English Teachers; Pakistan + Suchen Sie Ihr Suchwort? Lernerfahrung; Motivation for studies; Lernmotivation; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende
Abstract	In this study, the researcher explored various aspects of Pakistani undergraduate students' learning experiences in their immediate (both formal and informal) learning context. In addition, the researcher also found out and discussed the possible motivational role of these aspects of participants' immediate learning contexts. This qualitative study is based on 20 semi-structured interviews conducted after seeking the written consent of the participants, selected among the students, participated in a large-scale L2 motivation research (Islam, Lamb & Chambers, 2013). In general, the majority of participants appeared overtly enthusiastic and satisfied with their experiences of learning English in their universities. This enthusiasm may largely be because of their strong internalization of the utilitarian roles of English in their future lives. Participants with the English medium background and good communication skills were more confident and satisfied with their English learning experiences as compared to those with the Urdu medium background or less proficient skills. Teachers may create an enabling learning environment, based on necessary motivational tools, to encourage even less proficient and shy students participate in the classroom interaction and learning process. Teachers may also assess the learning preferences of their students, especially those of the less proficient, to address psychological and social obstacles/issues, which hinder their participation in the class. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01