ISSN: 2222-6990
Open access
This paper is based on a small-scale research conducted at the Institute of English, University
of Sindh, Pakistan. The research participants include the students of B.A. (Hons.) Part- II, who
had studied English language as a subject during B.A. (Hons.) Part- I as well. The data was
collected through questionnaires, which asked questions related to English language
learners’ satisfaction on their language teacher, teaching learning environment, syllabus,
and testing and assessment system, which are considered as the most factors that can affect
and enhance learner motivation. The extent of their satisfaction, that they showed, in turn
explains their motivation towards learning English language. The findings of the research
include learning of English for both integrative and instrumental reasons with ‘for getting
importance’ as the most commonly chosen reason. 100% students showed willingness to
attend the language class, yet a number of them find it boring and gave suggestions related
to improvement. Students showed a lot less satisfaction towards their teacher and the
teaching method and suggested proper teacher training along with some other things.
Suggestions are also given on the improvement of the content of syllabus, yet it needs
further investigation. The most dissatisfying factor brought forward by this research is the
assessment system, so the research definitely calls for the introduction of a proper improved
assessment system. This research paves way for future research as it raises a number of
issues and questions for researchers to address.
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