Understanding the Relationship Between Identity and Motivation in Second Language Learning: A Study of Pakistani Learners

Abstract

This study explores at the relationship learners' identities have with their motivation to acquire English as a second language (L2) in Pakistan. Data were acquired using a qualitative study approach, including semi-structured interviews with focus group discussions with Pakistani college students from various linguistic, cultural, and socioeconomic backgrounds. The findings indicate that cultural, social, and economic aspects influence learners' identities, which in turn shape their motivation towards learning English. Parental and teacher attitudes, societal expectations, and the perceived usefulness of English for personal and professional development are all important motivators. The study underlines the necessity of creating culturally responsive educational environments that incorporate students' identities into the learning process, hence boosting motivation and building a positive view of oneself. The results highlight the need of inclusive educational policy and teacher training programs that address the relationship between identity and motivation. By building conducive learning environments, participants can greatly improve English language learning results in Pakistan. The research presented here adds to the overall understanding of L2 learning dynamics and makes practical recommendations for improving language teaching in culturally diverse contexts.