Navigating Motivational Barriers in English Language Learning: Pedagogical Challenges and Strategies for Tertiary-Level English Teachers

Abstract

The present study aims at exploring factors that cause the motivational barriers in learning English as a second language (ESL) by college students and how the problems can be mitigated. Unmotivated ESL learners often manifest low engagement, lack of interest, and limited persistence in learning English. This hinders their success and poses challenges for ESL teachers. The study has employed Sequential Exploratory Design that is a mixed method research approach to collect data. Two types of data were collected for the study through two approaches. The qualitative approach addresses the questions on perceptions and opinions of the teachers through focused group interviews based on their lived experiences.  The interviews helped to gain teachers’ insights on the barriers ESL students face while learning English language. While the quantitative approach helps to gather the opinions of the students through questionnaire consisted of 15 questions based on three different sections. A Likert-scale questionnaire was designed ranging from Strongly Agree to Strongly Disagree that addressed different factors causing lack of motivation among ESL learners. To make the data more authentic and reliable, the students were selected from different programs. The findings of the study unveil numerous factors that contribute in making ESL learners unmotivated that include exam-centric education, limited exposure of English in real-life, socio-economic constraints, low self-efficacy, and negative peer influences. The findings also suggest ways for pedagogical implications for policy makers and educators to enhance ESL students’ motivation.