Exploring the Relationship Between Motivation And Willingness to Communicate in English among Pakistani Undergraduate Students

Abstract

Motivational orientations and willingness to communicate (WTC) are often considered closely connected. However, previous studies indicate that learners’ motivation to study a second language (L2) does not always correspond with their actual willingness to speak the language. Consequently, earlier research has reported varying results when examining the relationship between motivation and WTC. The present study explored the willingness to communicate in English among English as a Second Language (ESL) students in relation to both integrative and instrumental motivational orientations. A total of 450 undergraduate students from different institutions in the Sindh region participated in the study. Using a cluster sampling method, data were collected through questionnaires that measured students’ willingness to communicate in English within classroom settings as well as their motivation to learn the language. The findings revealed that students demonstrated a high level of willingness to communicate during activities such as group work, interactions with the same gender, classroom tasks that involved preparation time, and situations where they were seated at the front of the classroom. In contrast, their willingness to communicate was only moderate in situations involving interaction with the opposite gender, when seated in the middle or back of the classroom, and when speaking in front of the entire class. Moreover, the results showed that the participants possessed strong levels of both integrative and instrumental motivation. However, instrumental motivation was found to be stronger than integrative motivation. The analysis also indicated a significant relationship between students’ willingness to communicate in English and both types of motivational orientations. Based on these findings, the study proposed several pedagogical recommendations for educators, curriculum developers, and other stakeholders involved in ESL education.