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.
Muhammad Islam. (2019) Learning Experiences and Motivation of Undergraduate Students in Pakistani EFL Classrooms: A Qualitative Study, Bulletin of Education & Research, Volume 41, Issue 1.
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