3.

Data Analysis
The findings of the quantitative approach for motivation were categorized into two motivational
subtypes; intrinsic motivation and extrinsic motivation, where the graphs indicate the responses
of the attendants. They were divided into two divisions to easily distinguish the questions asked
in the survey, whether they supported intrinsic or extrinsic cause. The findings are therefore,
shown in the form of graphs for easier understanding of the contrasts between two different
motivations.
Intrinsic Motivational Questions

English speaking is.....

Figure 1

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E asy C h allen gin g R eally h ard Oth ers

The first question was the representation of how learners see English in their respective lives.
English being the International Language makes it obvious for to interfere with our daily lives. In
other words, we cannot just avoid English and for students, it becomes almost a topic of
mandatory in their study lives. At some point in their study career, they had to learn or at least go
through the grammar rules of English. Figure one explains how English has made its way into
our lives, bearing which particular role. The column chart shows that most of the survey
attendants were not very fond of English, they find English very challenging. English has also
been easy for quite a lot of people according to the graph. Then again, English had been a hard
language to learn for some people.
 While I engage in an English conversation I feel.....
Figure 2

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C o n fid en t Shy S ca red P ro u d E m b a rra sed

Figure 2 portrays what’s it’s like to be in an English conversation with someone, whether its
nerve wrecking or pleasant. The chart shows that most of the people are interestingly confident
and at the same time, scared to be in an English conversation. Attendants are not proud to be
fluent English speakers. rather they are mostly embarrassed and shy to engage in a conversation,
mainly because they are not confident enough with their speaking abilities.
 I am a _ English speaker
Figure 3

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F luent N ot S o F luent N ot A t A ll F luent

Figure 3 of intrinsic motivational questions, pictures the situation of the speaking abilites of the
attendants. They were asked whether they think themselves as totally fluent speakers in English
or otherwise. In figure 3, it is clearly shown that most of the attendants were rather confused
whether they are good or bad speakers so they picked the middle option. They think themselves
in between fluent and non-fluent speakers. Second most score supports that, nearly all other
attendants are not confident enough with their speaking ability.
Extrinsic Motivational Questions

Why do you need to learn English?

Figure 4

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Figure 4 of extrinsic motivational questions explains how learners are extrinsically drawn to
English language. It a great shame that, learners are learning English language to benefit
themselves in their careers and not because they want to connect to the speech community.
Figure 4 shows how most of the participants wanted to learn English to get a good job, to be
enrolled in a good foreign country and to get good marks in their exams. Fortunately, there are a
few students who wanted to learn English language to make a good impression about them to
others. But the rest of the students had to learn English because it was a mandatory subject in
their study fields. It explains how most of the learners these days are lacking the intrinsic
motivation that could have inspired them to learn the language effectively and efficiently.
However, extrinsic motivation also works in this case since it works as the cause for them to
learn English and without motivation, it becomes unbelievably hard to learn a new language.
Ultimately, SLA requires a strong motivational cause that can work as the purpose for the
learners to achieve their learning goals.
 To get good grades you need to learn English.
Figure 5

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A gree N eutral D isagree

The second question related to the extrinsic motivation was about the grading system in
educational institutions. Figure 5 shows Student’s participation in the survey who strongly agree
to the fact that to get good grades, it is essential to learn English language. However, almost 30%
of the students think otherwise and about 20% votes are for neutral. Although, it proves that
students agree that the reason that keeps them going to learn English is perhaps the good grades
in their exams. It is a great example of extrinsic motivation and how students extrinsically feel
motivated to learn English.

There were some miscellaneous questions in the survey other than just generic intrinsic and
extrinsic motivational questions, that take interest into learner’s perspective of motivation
towards English language and current conditions of English teaching classrooms.
 How important is 'Motivation' when it comes to
learning English language?
Figure 6

V ery much S lightly N o idea N ot at all

Figure 6 shows that the learners are still counting on ‘motivation’ to learn English or better yet
improve their speaking abilities. Almost 40% of the participants still think that motivation is
greatly important. 30% of the student think that ‘motivation’ is more or less important and
should be added, although, they do not strongly recommend it. The rest of the 30% students are
either unsure of its significance or wouldn’t recommend it anyway.
 The English teaching classroom environment is...?
Figure 7

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In teractive N ot en ou gh F rien d ly B orin g

scop e to sp eak

Figure 7, however, asks the participants about their opinion about the current condition of
English classrooms. Most of the participants are not satisfied with what they are getting from
classrooms. They do not get enough scope to practice English outside class and as a result their
English do not improve a great deal.
For the qualitative test, two groups of students were formed based on their contrasting study
background as well as ambitions regarding English. As mentioned in methodology, Group A
represents students who had science background and they are currently chasing job market. This
group of students have basic knowledge of English and because of their science background they
had to learn English all the more. But unfortunately, they never got the scope to go through
advance study on English. On the other hand, Group B consists of students who has mostly,
English background, they have studied English as course subject and they love everything about
English language. Now they are also chasing their career goal and they want to enroll in a
foreign country where English is spoken as first language. For both groups, they have some
similarities and also some dissimilarities. Group A and Group B both have the same purpose
with English but expectations are not totally same. They have distinct background which has
great influence on motivation that will be discussed later.
When the classes started, at first group A, were asked to participate in a task proposed by the
teachers. A routine exercise on English language was given to the students and asked them to
perform a task of their own choice accordingly. Students had the independence to follow
handouts or take help from online to write something in English about themselves. They were
also given some ‘fill in the blanks’ questions that are associated with English grammar.
Likewise, the next day, in the same class, Group B appeared and had the same tasks to do as of
Group A. Both of groups after they were done with writing the essay and fill in the blank
questions, they were prompted to attend in a quick interview with teacher. The main reason for
the interview was to acknowledge their perspective about motivation and teachers while learning
a new language, in this case, English. Like quantitative approach, this qualitative approach had
the same questions for the students at last but this time, the participants were support two distinct
motivations, either integrative or instrumental motivation. Since group A consisted of students
who had science background and they were seeking jobs regarding English language, this group
denotes to the “Instrumental Motivation” group. On the other hand, Group B represented
students who wanted to learn English language solely because they wanted to connect to the
English-speaking community that hints at the “Integrative Motivation” group.

Both groups did remarkably good in the essay writing test where Group B was slightly more
creative and wrote an interesting essay about themselves. Their choice of words was excellent
and almost no grammatical mistakes were to be seen. For Group A, they had minimal
grammatical mistakes as well and they presented a thoughtful essay. In the “fill in the blanks’
test, however, Group B notably did great than Group A because of their background being
English. To find out the actual difference between a motivated learners and learners who had no
motivational boosts while learning new language, Group A was replaced with 5 students from a
private University, who don’t share any interests towards English learning. Afterwards,
speaking, writing, listening and reading exercises were given to both the newly formed Group A
and Group B and the finding are given below in the form of a column graph.
 Figure 8
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Speaking Writing Listening Reading

Group A Group B

Figure 8 determines the end results of the exercises that both groups had willingly participated
in. From the figure, it is quite clear that, Group B who were motivated did so much better
compared to Group A. Not only did they perform well in each of the exercises individually but
also, they were more attentive and focused than Group A during the tests.

The results gathered from both the quantitative approach and qualitative approach will help us
link the main relationship between a student and his motivation and how it works in case of SLA.
Both tests were performed to bring out more accurate results regarding motivation and its
effectiveness in SLA. The findings will be discussed elaborately to reach a conclusion.