Attitudinal Barriers and Motivation in Second Language Learning: A Study of Elementary ESL Learners in Punjab

Abstract

This paper examines the attitudinal obstacles and motivation in learning second language among elementary ESL students in Punjab, Pakistan based on Socio-Educational Model of Gardner, L2 Motivational Self System of Dornyei and Krashen’s Affective Filter Hypothesis. Using a mixed-method, quantitative-dominant research design, the data were gathered using a structured questionnaire with 20 Likert-scale items that were given to 100 learners and structured interviews with 5 questions were given to 10 purposively selected learners. To achieve analytical consistency, both datasets were examined using descriptive statistics in SPSS. The results indicate that learners can be characterized by a high degree of instrumental and intrinsic motivation due to the well-developed attitude towards English as a key to the future professional and educational and social advancement. The classroom setting turned out to be a key mediating factor: most of the learners acknowledged teacher support and moderate levels of pedagogical contextualization and uneven peer support. Socio-cultural attitudes placed the English language as symbol of modernity and prestige, which strengthened the motivation and created pressure on performance at the same time. The home language practices indicated a discrepancy between the ideological support for English and the actual use of the English language in the family. Comprehensively, the paper finds that the elementary ESL students in Punjab have high motivation but are emotionally suppressed and indicates that there is multidimensional relationship between motivation, affect, classroom instruction, and socio-cultural background in ESL education.