Investigating the Impacts of Motivation on English Language Learning: A Comparative Study of Integrative and Instrumental Motivation among English Undergraduate Students at the University of Lakki Marwat

Abstract

This study investigates the impacts of motivation on English language learning among English undergraduate students at the University of Lakki Marwat (ULM), with a particular focus on comparing instrumental and integrative motivation. Employing a quantitative research design, data were collected through a structured questionnaire administered to 90 students selected via systematic random sampling across the 2nd, 6th, and 8th semesters of the Department of English. Descriptive statistical analysis using SPSS revealed that motivation significantly enhances various dimensions of language acquisition, including academic success, fostering interest in English learning, regular practice of language skills, language-related memory retainment, and social interactions. Motivation impacts English language learning by developing self-efficacy in English learning, language autonomy, proficiency, and fluency in English. It helps to overcome language learning anxiety, face challenges related to language learning, and build confidence to speak English. Motivation helps learners to stay focused, engaged, and actively participate in English language classes. Although learners exhibited both integrative and instrumental motivational factors, the findings indicate a pronounced prevalence of instrumental motivation—driven by the pursuit of better educational opportunities, career advancement, professional skill development, societal expectations, and prospects for travel abroad. This suggests that, for these students, English is primarily viewed as a pragmatic tool for achieving academic and professional objectives rather than as a means of cultural integration. The study fills an existing gap in the literature regarding motivational impacts in rural educational settings and recommends that language curricula and teaching methodologies be tailored to better align with the instrumental goals of students. Future research might explore further the interplay between intrinsic, extrinsic, and technology-assisted learning motivations in diverse educational contexts.

Keywords: Motivation, Instrumental Motivation, Integrative Motivation, Undergraduate Students, English Learning