Perceptions of Grade I teachers and students regarding English language learning motivation

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)

First Supervisor/Advisor

Dr. Shelina Bhamani


Institute for Educational Development, Karachi


Motivation is a critical factor that can affect the success of L2 learning. Teachers often use different strategies to promote and maintain students' motivation in ESL classrooms, such as using fun and engaging activities, providing clear learning objectives, and offering feedback and praise. However, the perspectives of teachers and students on motivation may not always align. For example, teachers may assume that certain activities or teaching methods are motivating for students, but students may not necessarily feel the same way. In addition, teachers and students may have different expectations, goals, and priorities that can influence their motivation levels.
This paper aimed to represent the first graders' teachers’ perceptions of students’ motivation in ESL and students’ perspectives regarding English language learning and instruction, as well as their motivation to learn English as a second language. The following research question was investigated in this study: What are the perceptions of grade one teachers and students pertinent to motivation in learning ESL? A cross-sectional study approach was used to collect quantitative data in the context of two private primary schools of Karachi. The study adopts two survey questionnaires for quantitative research. The teachers’ questionnaire was adapted from Cheng & Dornyei, 2007 study and the pupil’s questionnaire was adapted from Helena Jonsson, 2017. Data were collected from 67 grade 1 students (32 boys and 35 girls) and 58 teachers (54 females and 4 males) who teach English in grade 1 at two private schools in Karachi. To answer the two research questions of the study, both descriptive and inferential statistics were performed in SPSS (version, 25). The findings show that teachers play an important role in motivating students. Apparently, teachers value the role they play in motivating their students, and students also believe that this role is important in engaging them in the second language classroom. Moreover, the results revealed that the experienced teachers were more flexible and confident in their teaching style whereas the less experienced teachers are diligent and conscientious in their approach. The study suggests that girls may be more motivated by tasks that are perceived as attainable, while boys may be more motivated by tasks that are perceived as challenging and require more effort.
In conclusion, the study underscores the critical role of teachers in motivating first-grade students in ESL classrooms. The alignment between teachers and students regarding the perceived importance of the teacher's motivational role highlights a mutual recognition of its significance. The findings also shed light on the nuanced differences in teaching styles between experienced and less experienced teachers, emphasizing the need for tailored professional development initiatives. Furthermore, the gender-based motivational distinctions suggest the importance of adopting a diversified approach in task design to cater to the preferences of both girls and boys. These implications, spanning teacher development and instructional strategies, provide valuable insights for enhancing motivation in ESL education, ultimately contributing to a more engaging and supportive learning experience for students with diverse backgrounds and learning preferences.

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