Relationship among language teaching strategies, motivational factors and ESL learners' proficiency: A study conducted at postgraduate level in Pakistan

Abstract

The current study examined the relationship among the teaching strategies, motivational factors and ESL proficiency of Pakistani students at postgraduate level. The research aimed at four main objectives. First, to identify the preferences of ESL teachers for the language learning strategy use; second, to find out the relationship between teaching strategies and ESL proficiency; third, to identify which motivational factors were more effective in ESL proficiency for ESL learners; and fourth, to explain the relationship between the motivational factors and ESL proficiency. By employing quantitative approach, the data was collected from ESL postgraduate students. A sample of 394 participants was surveyed through convenient sampling. The participants were surveyed with questionnaires; one for measuring the use of language learning strategies by ESL teachers in ESL classes, the other for measuring students’ motivational factors and another for measuring ESL proficiency. The quantitative data was analysed using correlation and regression analysis. The results showed that the use of language learning strategies by ESL teachers in the class has significant positive relation; the more the language strategies are used in the ESL class, the better the proficiency of the students is. Moreover, motivational factors also affect the proficiency of ESL learners in positive way. On practical grounds the present study will be helpful for ESL students as well teachers.