Thesis On University Undergraduates Motivation and Perceptions Towards English Education

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CHAPTER ONE
INTRODUCTION
This study is concerned with 'University Undergraduates' Motivation and Perception

towards English Education'. Motivation and perception about English Education of
university undergraduates was attempted to discover through this study. In this
introductory chapter, background of the study, statement of the problem, objectives of
the study, research questions, significance of the study, delimitations of the study, and
operational definitions of the key terms are included.
1.1 Background of the Study
The attraction of the students towards English Education is the result of globalization of
English language. P.U.C.L.A.(2019) explores the statistics of English language in the
global context stating that „English has become a global language, with the status of an
official language in 88 countries, close to half a billion native speakers and over a billion
people learning English as a second /foreign language‟ (p.1). This statistics helps us to
generalize that English Education is now being popular around the world where it has no
status of native language but only taken as a second /foreign language. Muhammad
(2003), in his work 'Globalization and ESL/EFL Pedagogy in the Arab World' reveals
that the hegemonic and imperialistic nature of English, needs of English for the purposes
of communicating with the world, education and acquisition of technology and
development at large are the motives of spreading of English in the world (p.7). English
language becomes an integral part of human beings expanding its horizon in
communication, education, sports, diplomacy, tourism, trade and business. Coulmas
(1992) listed the following reasons of fueling fire on spread of English language in the
world:
 English is the most taught foreign language all over the world and it is the most
preferred lingua franca in international circles. It is also in more contact with more
languages than any other languages of the world.
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 Over the last 50 years, English has become the best known source of borrowing
and loan-wording for other languages in the world. English has been shown as the
most important loaning language.
(p. 263)
Motivation is the key factor in second language learning. Motivation provides second
language learners with an aim and direction to follow. There are several domains of
which attract the university undergraduates towards English Education. Graddol (1997)
has specified science and technology, international banking, economic affairs and trade,
international organizations and conferences, international tourism, tertiary education,
international law, and safety as the international domains of English language (p. 92).
In this regard, English Education is the most popular to the university undergraduates.
English education is said to be a reliable getaway to international relations and modern
life.
1.2 Statement of the Problem
The attraction of university undergraduates in English Education is mushrooming rapidly

in the recent decades. In the present context, English is being globalised because it is the
working language of diplomacy and international relation, science and technology,
international banking, economic and trade, international tourism, tertiary education,
international law, international sports and media and internet communication. Various
motives like entertainment, employment, academic award and international
communication, attract university undergraduates to join English Education in the
context of Nepal. If, the curricula and syllabuses, teaching materials and strategies,
teaching methodologies were determined keeping these motives into consideration, the
university undergraduates can be transformed into demanded manpower for the
development of the nation. However, the university undergraduates' motivation towards
English Education is not discovered and how they perceived English education is never
calculated in Nepali Universities. University undergraduates can be transformed into the
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most enthusiastic, energetic and effective manpower in the various field of the world
market but I think their motivation and perception on English Education has yet not been
realized by the concerned authorities. This may result literate unemployment and also
decrease quality of university education in Nepal. Having realized this, this study
concentrates on discovering university undergraduates' motivation and perceptions on
English Education in constituent and affiliated campuses of Tribhuwan University.
1.3 Objectives of the Study
The present study had the following objectives:
 To explore the motivation behind university undergraduates studying English

Education in terms intrinsic and extrinsic motivation.
 To discover the perception of university undergraduates about English Education.
 To suggest some pedagogical implications of this study.
1.4 Research Questions
The attraction of Nepali students towards English Education in undergraduate level is

increasing year by year. Several motives play the vital role to attract students to join
English Education. Keeping this in mind, this study was carried out to explore the
answers of the following questions:
 What motives do university undergraduates have to join English Education?

 What types of motivation in terms of employment, further study and university
award, entertainment, social dignity and parental issues linguistic proficiency, global
and cultural reasons, and personal interest and pedagogical concern could be the
primary source of university undergraduates' motivation on studying English
Education?
 How do university undergraduates perceive English Education?
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1.5 Significance of the Study
The attraction of university undergraduates in English Education is enthusiastically

rising up. There are various factors, such as; employment, further study and university
award, entertainment, social dignity and parental issues linguistic proficiency, global and
cultural reasons, and personal interest and pedagogical concern, motivating them to join
English Education. Students' motivation and perceptions play very significant role to
develop their linguistic and communicative competence. This research intended to
explore the university undergraduates' motivation and perceptions towards English
Education. So, this study is expected to be meaningful and helpful to ELT professionals
both in delivering texts and designing as well as implementing designed ELT courses for
university undergraduates.
1.6 Delimitations of the Study

 This study was delimited to one district of each province.
 This study incorporated constituent and affiliated campuses to Tribhuwan University.
 This study included one campus from selected districts of each province.
 This study delimited B. Ed. English (first year) students only.
 This study focused only on the motivation and perception of university
undergraduates.
1.7 Operational Definition of the Key Terms
Motivation: Learners' strong desire to learn and experience in the learning process and
the learning outcomes.
University Undergraduates: A student who is studying for his/her first degree at a

university.
Perception: The ability to see, hear, or become aware of something through the senses.
L₂: Second language: a language that someone can speak or is learning to speak that is
not their first language.
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CHAPTER TWO
REVIEW OF THE RELATED LITERATURE, THEORETICAL AND

CONCEPTUAL FRAMEWORK
2.1 Defining Motivation and Perception
Motivation is defined variously by the various scholars and publications. Alizadeh 2016)
defines motivation as one's direction to behaviour or what causes a person to want to
repeat behaviour and vice versa (p.12). Motivation is the extent to which the individual
work or strives to learn the language because of a desire to do so and the satisfaction
experienced in the activity (Gardner, 1985). Gardner (1985) states motivation as the
combination of effort plus desire to achieve that the goal of learning language plus
favourable attitudes towards learning the language (p.1). The motivation of learners
greatly affects their willingness to take part in the process of learning. Gardner and
Lambert (1972) explain motivation as “the second language learner's overall goal and
orientation and attitude as the learner's persistence in striving to attain the goal” (p.25).
Schmidt, Boraie and Kassabgy (1996) define motivation as the tendency to expend effort
to achieve goals (p.4). Rayn and Deci (2000) explain that to be motivated is to be moved
to do something (p.54). Motivation is a factor to make someone to be moved to do
something. Alizadeh (ibid.) states that motivation to learn a second language refers to
extent to which the individual works or tries to learn because of a desire to do so and the
contentment experienced in this task. Motivation in SLA can be defined as a factor
which interests someone to learn second language.
Bem (1972) defines perception as the organization, identification, and interpretation of

sensory information in order to represent and understand the environment (p.4). Rooks
and Wilson (2000) explain perception as a process which involves the recognition and
interpretation of stimuli which register on our senses (p.7). Warren and Wertheim (2014)
writes that perception is not the passive receipt of these signals but is shaped by learning,
memory, expectation, and attention (p.1). Perception involves signals in the nervous
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system, which in turn result from physical or chemical stimulation of the sense organs
(Bem, ibid).
2.2 Theories of Motivation and Types of Motivation
Maslow‟s Need Hierarchy Theory, Herzberg‟s Motivation Hygiene Theory and

McClelland‟s 5 Psychological Theories of Motivation are three major of motivation. But
this study is highly concentrated on theories of SLA motivation. Social Psychological
Model of Second Language Learning Motivation (SPM), Self-determination Theory
(SDT), Theories of the Motivated Self- System and Socio-educational Model of SLA
(SEP) are some major theories of SLA motivation were reviewed to obtained theoretical
and conceptual insights for this study.
2.2.1 Social Psychological Model of Second Language Learning (SPM) and Types
of Motivation in SPM
Taie and Afshari (2015) explain that the social psychological model (SPM) of second
language learning was initially developed by Lambert (1967) and it was further
expanded by Gardner (1983) (p.606). Gardner (1983) argues that L₂ learning is primarily
a social psychological phenomenon (p.2). Gardner (1983) proposes motivation as one of
the variables of SLA (p.5). Kitjaroonchai (2013) explains that motivation is defined in
terms of students' orientation, dividing it into integrative orientation and instrumental
orientation (p.24). Gardner's theory of second language learning (SLL) motivation is
identified in two distinct orientations namely integrative orientation and instrumental
orientation, both of which affect foreign language learners in one way or another
(Kitjaroonchai, ibid).
 Integrative Orientation: Gardner and Lambert (1972) define integrative orientation

as „reflecting a sincere and personal interest in the people and cultures represented by
other groups (p.26). In Integrative orientation, a learner learns a foreign/second
language to become familiar with language community or to learn about their culture
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and values (Kitjaroonchai, ibid). Carreira (2006) explains that Integrative orientation
refers to positive attitudes and feelings towards the target language group (p.136).
 Instrumental Orientation: Kitjaroonchai (2013) clarifies instrumental orientation as
the potential utilitarian gains of L₂ proficiency such as getting a better job or higher
salary (p.25). Gardner and Lambert (1972) defines instrumental orientation as such
motivation of learning of a foreign/second language because of some more or less
clearly perceived utility it might have for the learner (p.27). Kirkgoz (2005) defines
instrumental motivation as learners' wishes to learn language for pragmatic or
functional needs, for example; for job or study related purposes (p.104). Kimura,
Nakata, and Okumura (2001) define instrumental orientation as the desire to learn a
language for a specific purpose (p.49).
2.2.2 Self-determination Theory (SDT) and Types of Motivation in SDT
The initial work leading to SDT dates back to the 1970‟s (Deci and Ryan, 1985). Deci
and Ryan (2008b) define Self-determination theory (SDT) as an empirically based theory
of human motivation, development, and wellness (p.181). As the theory focuses on
types, rather than just amount of motivation, paying particular attention to autonomous
motivation, controlled motivation and amotivation as predicators of performance,
relation and wellbeing outcome (Deci and Ryan, ibid.). Deci and Ryan (2008a) explains
that SDT also addresses the social condition that enhance versus diminish these types of
motivation, proposing and finding that the degrees to which basic psychological needs
for autonomy, competence and relatedness are supported versus thwarted affect both the
types and strengths of motivation (p.187). Deci and Ryan (2008b) clarifies that a micro-
theory of human motivation, SDT addresses such basic issues as personality
development, self-regulation, universal psychological needs, life goals and aspirations,
energy and vitality, non-conscious processes, the relation of culture to motivation, and
the impact of social environments on motivation, affect, behaviour, and wellbeing
(p.183). Through SDT, Deci and Ryan (1985) categorised motivation into intrinsic,
extrinsic and amotivation.
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 Intrinsic motivation: Noels, Pelletier, Clement and Vellerard (2000) explain

intrinsic motivation as the enjoyment of learning a second/foreign language for its
own-sake without any external coercion or pressure (p.61). Intrinsic motivation is the
desire to engage in activities in anticipation of internally rewarding consequences
such as feeling of competence and self-determination (Kimura et al. ibid). Cognitive
Evaluation Theory (CET) a sub-theory of SDT divided intrinsic motivation into
intrinsic motivation (IM) - knowledge, intrinsic motivation (IM) - accomplishment
and intrinsic motivation (IM)-simulation.
i. Intrinsic motivation – knowledge : Wu (2003)defines intrinsic motivation-
knowledge as the motivation for Learning an L2 for feelings associated with
exploring new ideas and developing knowledge (p.502)
ii. Intrinsic motivation – accomplishment: It refers to the sensation related to
the attempt to master a task or to achieve a goal (Wu, ibid.)
iii. Intrinsic motivation – stimulation: Wu (2003) writes that intrinsic
motivation-stimulation is related to the motivation based on simply on the
sensations stimulated by performing the task such as aesthetic appreciation,
fun or excitement (p.502)
 Extrinsic motivation: Kitjaroonchai (2013) defines extrinsic motivation as the
learning of second or foreign language for pragmatic gains such as passing
examinations or university requirements, obtaining a prospective career with
lucrative income or for further education overseas (p.25). Deci and Ryan (2000)
revels extrinsic motivation as a motivation to do something because it leads to
separable outcomes, and is self-endorsed and thus adopted with a sense of volition
(p.55). Organismic integration theory (OIT) second sub-theory of SDT, divides
extrinsic motivation as external regulation, introjected regulation, identification, and
integrated regulation (Deci and Ryan, ibid)
I. External regulation: This types of motivation is mostly recognized by operant
theorists to make a learner to be performed such behaviours to satisfy an external
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demand or obtained externally imposed reward contingency (Deci and Ryan,

ibid).
II. Introjected regulation: It includes a type of internal regulation that is still quite
controlling because people perform such actions with the feeling of pressure in
order to avoid guilt or anxiety or to attain ego – enhancements or pride.
III. Identification: When a person identifies personal importance of developing
behaviour and has thus accepted it as his or her own, it is known as identification.
IV. Integrated regulation: It occurs when identified regulation have been fully
animated to the self. These types of motivation share many qualities with intrinsic
motivation but it is still extrinsic because behaviour motivated by integrated
regulation is done for its pre summed instrumental value with respect to some
outcome that is separate from the behaviour, even though it is volition and valued
by self.
 Amotivation: This Type of motivation in SDT refers to lack of intention and
motivation.
Deci and Ryan (2008c), present the following types of motivation:
 Autonomous Motivation: This type comprises both intrinsic and extrinsic

motivation in which people have identified with an activity‟s value and ideally will
have integrated into their sense of self.
 Controlled Motivation: This type consists of both external contingencies of reward
and punishment and interjected regulations in which the regulation of action has been
partially internalised and energized by factors such as an approval motive, avoidance
of shame, contingent of self-esteem, and ego-involvements.
 Amotivation: This Type of motivation in SDT refers to lack of intention and
motivation. (p. 182)
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Deci and Ryan (2000) summarized the types of motivation from the following figure:
Extrinsic Motivation Intrinsic
REGULATORY STYLES Motivation
Amotivation
nnn
External
regulation
Interojection
Identification
Integration
ASSOCIATE Perceived non- Saliance of Ego involvement Conscious valuing Hierarchical Interest/
PROCESSES contingency extrinsic Focus on of activity synthesis of Enjoyment
Low perceived rewards or approval from Self-endorsement goals Inherent
competence punishments self or others of goals Congruence satisfaction
Non-relevance Compliance/
Nonintentionality Reactance
PERCEIVED Interpersonal External Somewhat Somewhat Internal Internal
LOCUS OF External Internal CAUSALITY

CAUSALITY FIG. 1 A taxonomy of human motivation (p.61)
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2.2.3 Theories of the L₂ Motivational Self – System
The L₂ motivational self-system is a motivational framework proposed by Dronyei

(2005), which seeks to incorporate affective and emotional factors with cognition. Csizer
and Dornyei (2005) speculated that the process of identification theorised to underpin
integrativeness might be better explained as an internal process of identification within
the person‟s self-concept, rather than identification with an external reference group
(p.20). Two aspects of self-theory from psychology: Possible selves and self-discrepancy
theory were fused by the L₂ self-system. Dornyei (2005) writes that the central concept
of L₂ motivational self-system is the ideal L₂ self, ideal or ought to L₂ self, and L₂
learning experience (p.25).
Dornyei (2009) explains the components of L₂ motivational self –systems follows:
Ideal L₂ Self: It is the L₂ specific facet of one‟s ideal self; if the person we would like
to become speaker of an L₂. The ideal L₂ self is a powerful motivator to learn the L₂
because of the desire to reduce the discrepancy between our actual and ideal selves.
Traditional integrative and internalised instrumental motives would typically belong to
this component.
 Ought to L₂ Self: It is the attributes that one believes one ought to possess to meet
expectations and to avoid possible negative outcomes. This component corresponds
to Higgin‟s ought self and thus to more extrinsic types of instrumental motives.
 L₂ Learning Experience: It is concerned with situated „executive motives related to
the immediate learning environment and experiences, such as: the impact of the
teacher, the curriculum, the peer group, and the experience of success.
(p.29)
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2.2.4 Socio-educational Model (SEM) of SLA Motivation
The socio-educational model (SEM) of SLA motivation was proposed by Gardner and
Smythe (1975) (Taie and Afshari, 2015). Gardner (1983) explains that the socio-
educational model focused attention on four individual difference variables; intelligence,
language aptitude, motivation, and situational anxiety (p.225). Gardner (ibid.) explains
that on the theoretical basis, the acquisition of a second language was influenced by
attitudinal and motivational characteristics of students. Gardner (ibid.) explains that
Gardner's socio-educational model (SEM) hypothesized that the student's level of
motivation is influenced by two major classes of attitude; a cluster of attitudes relating to
out-groups and foreign language in general as well as attitudes toward the specific
language community and integrative orientations to language study as integrativeness
and various aspects of the learning context as the teacher, and the course as attitudes
towards the language learning situation (p.225). Gardner (1983) writes that this model
proposes that cultural beliefs about the second language community will influence both
the nature and the role played by attitudes in the language learning process (p.226). The
major construct of the model is integrative motivation and it is proposed that it plays
major role in many facets of SLA, from the development of achievement in the language
to participate in extracurricular activities that will promote language learning.
2.3 Review of the Empirical Literature
Several researches have been carried out in the field of SLA motivation since 1950s in
the world. Among various researches, I have reviewed the following empirical literatures
to measure my study in a scientific way.
Ahmad (2005) carried out a research entitled, "A Study on Motivation of the EFL
Learners at Higher Secondary Level in Bangladesh". The major objective of this study
was to detect analyse why, how, and what extent EFL learners at higher secondary level
were motivated to learn English as foreign language (EFL) in Bangladesh. 120 students
and 10 teachers were selected as the participants of the study adopting purposive
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sampling under non-random sampling procedures. Test items, questionnaire, classroom

observations, interviews and rating scales were used as the research tools. This study
concluded that instrumental orientations have greater influence to motivate the EFL
learners in higher secondary level schools in Bangladesh.
Qashoa (2006) carried out a study entitled, "Motivation among Learners in the
Secondary Schools in the Eastern Coast of UAE". This study had aim of examining the
students' integrative and instrumental motivation for learning English in the UAE state
secondary school. 10 teachers and 100 students were selected as participants of this
study on the basis of random sampling procedures. This study employed a mixed design
which included both quantitative and qualitative research methods. Required data and
information were collected using questionnaire and semi-structured interviews. This
study concluded that the English learners were instrumentally motivated and their
integrativeness was fairly high.
Ning (2015) carried out a study entitled, "Motivation towards English Language
Learning of Students in a Secondary School in Thailand". This study investigated that
the English learning motivation levels and main motivation types of students in a
secondary school in Thailand. 336 participants from lower secondary level and upper
secondary level were selected by the combination of stratified sampling technique and
non-random sampling procedure. This study was based on mixed-method design within
the quantitative-qualitative approach. To collect required data and information,
questionnaire and interviews were used as the research instruments. The findings of this
study revealed that instrumental motivation was the main type of motivation for the
secondary level students of learning English in Thailand.
Lamb (2007) carried out a research entitled, "The Motivation of Junior High School
Pupils to Learn English in Provincial Indonesia". The purpose of this study was to
explore the motivation of young Indonesians to learn English in a provincial junior
school. Students from Menengah Pemerintah X-State Junior School X were the samples
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of this study. This study was a longitudinal research based on equal status mixed method
design. Required information and data were collected with the help of questionnaire,
interviews and classroom observations as the research tools. This research concluded
that instrumental and academic reasons for studying the English language were even
more highly valued than at the beginning of the period.
Ali (2016) carried out a research entitled, "Motivation and Attitudes towards Learning
English in Pakistan: A mixed-method study of urban-rural postgraduate learners'
motivation towards studying English at a public university in Khyber Pakhtunkhwa
province". The major objective of this study was to identify postgraduate learners'
motivational orientation towards learning English. The 500 postgraduate learners were
selected as the participants of this study using stratified random sampling procedure.
This study was based on mixed-methods study design within the qualitative-quantitative
approach. Structured questionnaire and interviews as the instruments of data collection
were used. This research concluded that learners in this study have their instrumental
motivation towards learning English.
2.4 Criticism of Previous Research
Several researches have been carried out in the field of SLA motivation under the
department of English Education at Tribhuwan University. Concentrating on the
principle of relevancy, I have reviewed Ahmad (2005), Qashoa (2006), Ning (2015),
Lamb (2007), and Ali (2016) based on motivation towards learning English. These
studies have similar kind of findings that English language learners seemed to be equally
motivated instrumentally only. I criticized findings of their studies because a learner
cannot only be motivated instrumentally. She/he may also be motivated intrinsically and
extrinsically too but the motivational orientation cannot be single.
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2.5 Implication of the Review
The review of Gardner (1985), Gardner and Lambert (1972), Dornyei (1994), Gardner
(1983), Gardner, Clement and Smythe (1977) and Kitjaroonchai (2013), Deci and Ryan
(1885), (2000), (2008a), (2008b), Noles, Pelletier, Clement and Vellerard (2000), and
Wu (2003), Dornyei (2005) and Rayn and Dornyei (2002), Gardner (1979) and Gardner
(1983) provides the theoretical basis for this study. Theories of SLA motivation and
types of motivation, described in each theory have provided key insights for this study.
To be precise, from the theoretical review of Gardner (1985), Gardner and Lambert
(1972) and Dornyei (1994), I extracted the definition of motivation. Gardner (1983),
Gardner, Clement and Smythe (1977) and Kitjaroonchai (2013) provided me insights on
SPM of SLA motivation and types of motivation under this model. I obtained insight on
SDT of SLA motivation and types under this theory from Deci and Ryan (1885), (2000),
(2008a), (2008b), Noles, Pelletier, Clement and Vellerard (2000), and Wu (2003).
Knowledge on L2 motivational self-system was obtained from Dornyei (2005). Insight
on SEM of SLA motivation was gathered from Gardner (1979) and Gardner (1983).
I also have reviewed Ahmad (2005), Qashoa (2006), Ning (2015), Lamb (2007), and
Ali (2016) to put light on empirical knowledge for this study. While reviewing related
literature I found that Gardnerian theory of integrative orientation was the most used
theory for describing SLA motivation. These researches in the researches cannot
describe motivation in proper way. Their description of motivation found to be confusing
and SLA motivational issues like personality development, self-regulation, universal
psychological needs, life goals and aspirations, energy and vitality, non-conscious
processes, the relation of culture to motivation, and the impact of social environments on
motivation, affect behaviour, and wellbeing can be best described intrinsically and
extrinsically.
The gap major gap between these researches and my research is that their studies were
based on Gardner's motivational orientation theory whereas my research is based on
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Social-determination theory of SLA motivation. Their studies had tried to discover

motivation of the students learning English either at a junior high school or at a public
university whereas my study had tried to discover university undergraduates' motivation
and perceptions towards English Education. SLA motivational issues like personality
development, self-regulation, universal psychological needs, life goals and aspirations,
energy and vitality, non-conscious processes, the relation of culture to motivation, and
the impact of social environments on motivation, affect behaviour, and wellbeing were
not tried to address by these researches. These issues were the basic considerations of my
study. My study discovered students' motivation towards English Education in terms of
intrinsic and extrinsic motivation.
Among various literature, I found Deci and Ryan (1985), (2000), (2008a), (2008b),
Noles, Pelletier, Clement and Vellerard (2000), Wu (2003), Geddes (2016), Zavid, Al –
Asmari and Farooq (2012), Qashoa (2006) and Lai (1999) are very useful for my study. I
obtained theoretical as well as procedural knowledge on SDT of SLA motivation and
researches based on this theory which help me to build conceptual framework of my
study and research instruments for my study.
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2.6 Conceptual Framework
Motivation is one of the factors affecting in second language learning and defined as a
factor which interests someone to learn second language. There are several theories on
SLA motivation and motivation has been divided in different way by different theories.
These all concepts can be traced in the following framework:
Second Language
Acquisition
Motivation
Social- Self- L₂ Socio-

Psychologica Determination Motivational Educational
l Model Theory Self-System Theory
Integrative Cognitive Organismic Ideal L₂ Attitudrs

Orientation Evaluation Integrated Self Toward
Theory Theory Specific
Instrumental Language
Oughgt L₂
orientation Intrinsic Self
Extrinsic
Motivation Motivation Situated
L₂ Learning Integrativeness
IM - External Environment
Knowledge Regulation
Attitudes
Toward
IM- Interojection Learning
Accomplishment Environment
Identificati
IM- on
Situation
Integration
Second Language Motivation

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CHAPTER THREE
RESEARCH METHODOLOGY
In order to carry out research, the following methodologies were exploited.
3.1 Research Design
The study 'University Undergraduates' Motivation and Perception about English

Education in TU-Affiliated Campuses' was based on SLA motivation which further
based on self-determination theory (SDT) proposed by Deci and Ryan (1985). The
research was quantitative-qualitative in nature and was based on mixed design.
3.2 Sampling Procedure
Population of this research were the students of bachelor of English Education (first
year) from the constituent and affiliated campuses at T.U. The total numbers included
two constituent and five affiliated campuses; one campus from each province. The
samples were selected on the basis of purposive sampling based on non-random
sampling procedures. The total number of the samples was 184. The name of the
campuses and number of samples from each campus are presented in the following table:
Table 1 Name of the visited campuses and the number of the samples
S.N. Name of the Visited Address Number of the

Campuses Samples
1 Triyuga Janata Multiple Udayapur, Province No. 1 28

Campus
2 J. S. Murarka Multiple Siraha, Province No. 2 16

Campus
3 Hetauda Campus Makawanpur, Bagmati 25

Province
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4 Jana Priya Multiple Campus Kaski, Gandaki Province 29
5 Butwal Multiple Campus Rupandehi, Province No. 5 26
6 Surkhet Education Campus Surkhet, Karnali Province 32
7 Kailali Multiple Campus Kailali, Sudurpaschim 28

Province
The variation between the numbers of the samples from one campus to others occurred
due to the students' attendance to the class. The number of the samples from each
campus belongs to the number of the students, who attended in the classroom as well as
responded to the research questionnaire. The facility of transportation, accommodation,
and Bachelor of English Education as an academic program were the criterion to select
above mentioned campuses from seven provinces.
3.3 Sources of Data
The nature of data was quantitative as well as qualitative in nature and on the basis of
originality they were collected from primary sources. The qualitative data was collected
by conducting surveys using Likert-scale questionnaire and qualitative data was
collected by conducting written interview using four open-ended questions. Concerned
field of the research was visited to collect necessary information.
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3.4 Data Collection Tools
A questionnaire consists of 20 Likert-scale statements and 4 open-ended questions, was

administered to collect required information. The study of Zhao (2012), Lai (1999), and
Geddes (2016) helped me to frame part of the questions. The statements were designed
following Likert- scale and participants were requested to rank the statements on a five-
point scale ranging from 'strongly agree', 'agree', 'not sure', 'disagree' to 'strongly
disagree' which measured the degree to which the participants agree with those
statements. Respondents were also requested to write their opinion on 4 open-ended
questions. Questionnaire was administered in a small group of research population and
its reliability was calculated before going to the survey. 0.71 was calculated as a
reliability score of questionnaire.
3.5 Data Collection Techniques and Procedures
At the very beginning of the study, concerned field of the research was visited and
concerned authorities of the targeted campuses were requested for permission to
administer a survey.
A positive participation of the subjects was ensured by informing them that their
responses will be kept confidential and will be used only for academic research. Rapport
was built with 184 students from two constituent and five affiliated campuses at TU. The
samples from each campus included all the students of B. Ed English (first year) and
questionnaires were distributed to the participants and they were requested to indicate
their responses in an appropriate option in 20 Likert-scale statements. Respondents were
also provided four open- ended questions and requested to write their views on those
questions as written interview to collect qualitative data for the study.
After the completion of the questionnaire, the entire questionnaires were collected and
the respondents were thanked for their participation. The concerned authorities of the
visited campuses were appreciated for their cooperation to carry out this research.
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3.6 Data Analysis and Interpretation Procedures
Percentages were taken from all Likert-scale questions on a scale where respondents'
opinions were scaled as 'strongly agree', 'agree', 'not sure', 'disagree', and 'strongly
disagree'. Likewise, four open-ended questions were provided to the respondents to
collect subjective data. The percentages were displayed in tables and pie-chart; for a total
of seven tables and nine pie-charts. Similarly, university undergraduates' subjective data
were divided into various codes and themes as well as summarised according to the
theme.
3.7 Ethical Considerations
Insights into academic issues as well as research were kept in mind. Plagiarism was
maximally avoided and rules and regulations of research were cared. Consent from all
the participants was taken and only required information was collected as well as all
information was kept confidential.
22
CHAPTER FOUR
ANALYSIS AND INTERPRETATION OF THE RESULTS
This chapter is mainly concerned with the analysis and the interpretation of the data
collected from primary sources. Required data were collected from the students of B. Ed.
English (first year) through the use of questionnaire (closed-ended and open-ended). To
analyse and interpret data comprehensively, percentages were presented through table
and pie-chart and qualitative data were analysed and interpreted dividing them into
various codes and themes as well as summarised according to the themes.
4.1 Analysis of Data and Interpretation of the Results
The results of this study have been derived by analysing the responses of the samples on
both open-ended and close-ended questions. They have been displayed in table and pie-
chart and described orthographically as well. The detailed results have been presented
below:
4.1.1 Analysis and Interpretation of Data Collected through Close-ended Items
To collect the data regarding university undergraduates' motivation and perception about
English Education, respondents from the selected campuses were provided with a set of
questionnaire, which includes twenty Likert-scale questions as statements as close-ended
items and four open-ended questions, to check their opinion related to motivation and
perceptions towards joining English Education. The data obtained from close-ended
items are analysed and interpreted through the following sub-headings:
23
4.1.1.1 English Education for Employment
The respondents were requested to respond about their motivation and perception on
joining 'English Education for employment'. To check their opinion, they were provided
the following three statements.
1 I want to be an English teacher.

2 I want to be a language translator.
3 It can help me in my profession.
They provided the following responses:
Table 2 'I want to be an English teacher'.
S.N. Responses
Statement Strongly Agree Not Sure Disagree Strongly

Agree Disagree
1 I want to be 55 29.9% 66 35.87% 54 29.35% 7 3.8% 2 1.08%

an English
teacher
The above table presents university undergraduates' motivation towards English on ' I
want to be an English teacher. Among 184 respondents, 55 respondents (29.9%) said that
to be an English teacher were 'strongly agreed' and 66 respondents (35.87%) were
'agreed' with the statement 'I want to be an English teacher'. 7 (3.8%) respondents were
disagreed and 2 (1.08%) respondents were disagreed with the statement. Similarly, 54
(29.35%) of respondents were not sure to the statement.
According to this table, 65.77% university undergraduates joined English education to be

an English teacher.
24
Table 3 'I want to be a language translator'.
S.N. Responses

Agree Disagree
2 I want to be 32 17.4% 88 47.83% 37 20.1% 21 11.41% 6 3.26%

a language
translator.
Table 3 presents university undergraduates' responses on the statement, ' I want to be a

language translator'. Among 184 responses, 32 responses (17.4%) were on 'strongly
agree' and 88 responses (47.83%) were on 'agree' to the statement 'I want to be a
language translator'. 21 (11.41%) responses were on 'disagree' and 6 (3.28%) responses
were on 'disagree' with the statement. Similarly, 37 (20.1%) of responses were on 'not
sure' to the statement.
In conclusion, 65.23% university undergraduates responded to ' I want to be a language

translator' were 'strongly agreed' and 'agreed'.
25
Table 4 'It can help me in my profession'.
S.N. Responses

Agree Disagree
3 It can help 85 46.2% 81 44.03% 13 7.06% 3 1.63% 2 1.08%

me in my
profession.
The above table presents university undergraduates' motivation towards English on ' I
want to be an English teacher. Among 184 respondents, 55 respondents (46.2%) were
'strongly agreed and 81 respondents (44.03%) were 'agreed' with the statement, ' It can
help me in my profession'. 13 respondents (7.06%) were 'not sure' to the statement.
Likewise, 3 respondents (1.63%) were 'disagreed' and 2 respondents (1.08%) were
'strongly disagreed' with the statement.
By observing the above responses provided by the different respondents on the statement
' It can help in my profession', 90.23% responses were found on the 'strongly agree' and
'agree' scale.
26
Pie-chart 1 displays the total percentages of university undergraduates' responses on

'English Education for employment'.
Pie-Chart 1 English Education for Employment
English Education for Employment

Disagree
5.6% Strongly Disagree
1.8%
Not Sure
18.8%
Strongly Agree
31.1%
Agree
42.7%
Pie-chart 1 presents undergraduates' responses about joining English Education for

employment. This pie-chart displays that 'strongly agree' scale contains 31.1% responses
and 'agree' contains 42.7% responses. 18.8% of total responses were on 'not sure'.
Similarly, 'disagree' contains 5.6% responses, and 'strongly disagree' contains 1.8%
responses on joining 'English Education for employment'.
In conclusion, 73.8% university undergraduates joined English Education for

employment.
27
4.1.1.2 English Education for Further Study and University Award
This section tries to discover respondents' opinion about motivation and perception on
joining 'English Education for further study and university award'. To check their
opinion, they were provided with the following two statements:
4 I want to fly for abroad study.

5 I want to receive university award in English Education.
The findings of these statements are presented in the following tables:
Table 5 'It can help me in my profession'.
S.N. Responses

Agree Disagree
4 I want to 25 13.58% 77 41.84% 55 29.89% 14 7.63% 13 7.06%

fly for
abroad
study.
Table 5 demonstrates university undergraduates' responses of joining English Education

to fly for abroad study. Among 184 university undergraduates, 25 (13.58%) respondents
were 'strongly agreed' and 77 (41.84%) respondents were 'agreed'. 14 (7.6%) respondents
were found to be 'disagreed' and 13 (7.06%) respondents were found to be 'strongly
disagreed'. 55 (29.89%) respondents of the total respondents were 'not sure' with the
statement, ' I want to fly for abroad study'.
From the aforementioned table, it is found that 55.42% university undergraduates joined
English Education to fly for abroad study.
28
Table 6 I want to receive university award in English Education.
S.N. Responses

Agree Disagree
5 I want to 52 28.26% 72 39.13% 35 19.02% 19 10.33% 6 3.26%

receive
university
award in
English
Education.
Table 6 presents university undergraduates' motives of joining English Education as to

receive university award in English Education. Among 184 university undergraduates,
52 (28.26%) respondents were 'strongly agreed' and 72(39.19%) respondents were
'agreed'. 19 (10.33%) respondents were found to be 'disagreed' and 6 (3.26%)
respondents were found to be 'strongly disagreed'. 35 (19.03%) respondents of the total
respondents were 'not sure' with the statement, ' I want to receive university award'.
In conclusion, 67.4% university undergraduates' motivation towards English Education

was found as to receive university award in English Education.
29

'English Education for further study and university award'.
Pie-Chart 2 English Education for Further Study and Abroad Study
English Education for Further Study and University Award
Strongly
Disagree Disagree Strongly Agree
8.96% 5.16% 20.93%
Not Sure
24.45%
Agree
40.5%
Pie-chart 2 presents university undergraduates' motivation towards English Education as

'further study and university award. It is found that 20.93% students 'strongly agreed' and
40.5% students 'agreed' that they joined English Education for further study and to
receive university award. 24.45% responses on the statements related to English
education for further study and university award were on 'not sure'. 8.96% students were
'disagreed' and 5.16% students were 'strongly disagreed' with the motivation of joining
English Education for further study and university award.
This pie-chart shows that 61.43% university undergraduates join English Education for
further study and university award.
30
4.1.1.3English Education for Entertainment
This section tries to discover respondent's opinion about motivation and perception on
joining 'English Education for entertainment'. To check their opinion, they were
provided with the following three statements.
1 I want to know the history of English language and literature.

2 I like various genres of English literature.
3 I want to enjoy creative writing in English language.
The findings of these statements are presented in the following tables:

Table 7 'I want to know the history of English language and literature'.
S.N. Responses

Agree Disagree
6 I want to 31 16.85% 108 58.69% 27 14.67% 16 8.7% 2 1.09%

know the
history of
English
language
and
literature.
Table 7 displays that out of 184 university undergraduates, 31 (16.85%) respondents

were 'strongly agreed', 108 (58.69%) respondents were 'agreed', 27 (14.67%)
respondents were 'not sure', 16 (8.7%) respondents were 'disagreed', and 2 (1.09%)
31
respondents were 'strongly disagreed' with the statement that 'I want to know the history
of English language and literature'.
This table presents that 75.54% university undergraduates were 'strongly agreed' and
'agreed' that they joined English Education to know the history of English literature.
Table 8 'I like various genres of English literature'.
S.N. Responses

Agree Disagree
7 I like 26 14.13% 102 55.43% 29 15.76% 22 11.96% 5 2.72%

various
genres of
English
literature.
Table 8 explores the students motivation towards joining English Education with the
statement, 'I like various genres of English literature'. Out of 184 university
undergraduates, 26 (14.13%) respondents were 'strongly agreed', 102 (55.43%)
respondents were 'agreed', 29 (15.76%) respondents were 'not sure', 22 (11.96%)
respondents were 'disagreed', and 5 (2.72%) respondents were 'strongly disagreed' with
the statement that 'I like various genres of English literature'.
Table 8 points out that 69.56% of university undergraduates joined English Education
because they like various genres of English Literature.
32
Table 9 'I want to enjoy creative writing in English language'.
S.N. Responses

Agree Disagree
8 I want to 36 19.56% 68 36.96% 54 29.35% 20 10.87% 6 3.26%

enjoy
creative
writing in
English
language.
Table 9 exhibits the responses of university undergraduates to the statement, ' I want to
enjoy creative writing in English language. This table displays that out of 184 university
undergraduates, 36 (19.56%) respondents were 'strongly agreed', 68 (36.96%)
respondents were 'disagreed', and 6 (3.26%) respondents were 'strongly disagreed' that
they joined English Education to enjoy creative writing in English language.
The aforementioned table demonstrates that 56.52% students joined English Education
to enjoy creative writing in English language.
33

'English Education for entertainment'.
Pie-Chart 3 English Education for Entertainment
English Education for Entertainment

Strongly
Disagree Disagree
10.5% 2.35%
Strongly Agree
16.84%
Not Sure
19.95%
Agree
50.36%

'English Education for entertainment'. This pie-chart shows that 'strongly agree' contains
16.84% responses, 'agree contains' 50.36% responses, 'not sure contains' 19.95%
responses, 'disagree' contains 10.5% responses, and 'strongly disagree' contains 2.35%
responses on the statements related to 'English Education for entertainment'.
This pie-chart shows that 67.2% students joined English Education for entertainment.
34
4.1.1.4. English Education for Social Dignity and Parental Issues
This section presents respondent's opinion about motivation and perception on joining
'English Education for social dignity and parental issues'. To check their opinion, they
were provided with the following two statements.
1 My parents want me to join English Education.

2 I want to be prestigious among my friends.
Table 10 'My parents want me to join English Education'.
S.N. Responses

Agree Disagree
9 My parents 41 22.28% 82 44.57% 13 7.06% 35 19.02% 13 7.06%

want me to
join English
Education.
Table 10 displays that the parental force as one of the motivational factors to join
English education. This table shows that out of 184 university undergraduates, 41
(22.28%) respondents were 'strongly agreed', 82 (44.57%) respondents were 'agreed', 13
(7.06%) respondents were 'not sure', 35 (19.02%) respondents were 'disagreed', and 13
(7.06%) respondents were 'strongly disagreed' with the statement that 'My parents want
me to join English Education'.
This table reveals that 66.85% university undergraduates joined English Education due
to their parents' forces.
35
Table 11 'My parents want me to join English Education'.
S.N. Responses

Agree Disagree
10 I want to be 49 26.64% 73 39.67% 23 12.5% 33 17.93% 6 3.26%

prestigious
among my
friends.
Table 11 presents that university undergraduates' one of the reasons to join English
Education to be prestigious among their friends. This table shows that out of 184
university undergraduates, 49 (26.64%) respondents were 'strongly agreed', 73 (39.67%)
the statement that 'I want to be prestigious among my friends'.
The aforementioned table presents that 66.31% university undergraduates joined English
Education to become prestigious among their friends.
36
Pie-chart 4 displays the total percentages of university undergraduate's responses on

'English Education for social dignity and parental issues'.
Pie-Chart 4 English Education for Social Dignity and Parental Issues
English Education for Social Dignigty and Parental Issues
Strongly
Disagree
5.16%
Disagree
18.48% Strongly Agree
24.46%
Not Sure
9.78%
Agree
42.12%
The aforementioned pie-chart displays university undergraduates' responses to joining

English Education for social dignity and parental issues. 24.45% of total responses were
found on 'strongly agree' scale and 'agree' agree scale contains 42.12% responses. 9.78%
respondents were not sure, 18.48% respondents were found 'disagreed', and 'strongly
disagree' contains 5.16 responses on the statements related to 'English Education for
social dignity and parental issues'.
By analysing the aforementioned pie-chart, 66.58% university undergraduates joined

'English Education for social dignity and parental issues'.
37
4.1.1.5. English Education for Linguistic Proficiency
In this section, university undergraduates' opinions about motivation and perception on

joining 'English Education for linguistic proficiency' were analysed. To check their
opinion, they were provided with the following four statements.
1 I want my English proficiency be increased.

2 I want to speak English like native speaker.
3 I want to pass English-related exams, viz: IELTS/TOEFL.
4 I want to understand the language of international media and sports.
The following tables present the university undergraduates' responses to the

aforementioned statements.
Table 12 'I want my English Proficiency be increased'.
S.N. Responses

Agree Disagree
11 I want to my 81 44.03% 87 47.28% 13 7.06% 3 1.63% 0 0%

English
proficiency be
increased.
Table 12 displays university undergraduates' responses on joining English Education to

increase their English proficiency. Among 184 university undergraduates, 81 (44.03%)
respondents were 'strongly agreed', and 87 (47.28%) respondents were 'agreed' with the
statement. Similarly, 13 (7.06%) respondents were 'not sure', 3 (1.69%) respondents
38
were 'disagreed', and no respondents were 'strongly disagreed' with the statement that 'I
want my English proficiency be increased'.
The aforementioned table presents that most of the university undergraduates' (91.31%)
responses were that they joined English Education to increase their English proficiency.
Table 13 'I want to speak English like native speaker'.
S.N. Responses

Agree Disagree
12 I want to 56 30.43% 67 36.41% 29 15.76% 23 12.5% 9 4.9%

speak English
like native
speaker.
The aforementioned table points the responses of university undergraduates towards

joining English Education to speak English like native speaker. Among 184 university
undergraduates, 56 (30.43%) respondents were 'strongly agreed', and 67 (36.41%)
respondents were 'agreed' that they joined English Education to speak English like native
speaker. 29 (15.76%) respondents were 'not sure', 23 (12.5%) respondents were
'disagreed', and 9 (4.9%) respondents were 'strongly disagreed' with the statement that 'I
want to speak English like native speaker'.
From the analysis of table 13, 66.84% university undergraduates' reason towards joining
English Education was found that they want to speak English like native speaker.
39
Table 14 'I want to pass English-related exams; viz: IELTS/TOEFL'.
S.N. Responses

Agree Disagree
13 I want to pass 39 21.19%% 58 31.53% 59 32.07% 21 11.41% 7 3.8%

English-related
exams; viz:
IELTS/TOEFL.
Table 14 exhibits the university undergraduates' responses towards joining English

Education to pass English-related exams; viz: IELTS/TOEFL. This table presents that
out of 184 university undergraduates, 39 (21.19%) respondents were 'strongly agreed'
and 58 (31.53%) respondents were 'agreed' to the statement, 'I want to pass English-
related exams; viz IELTS/TOEFL\. 59 (32.07%) respondents were 'not sure', 21
(11.41%) respondents were 'disagreed', and 7 (3.8%) respondents were 'strongly
disagreed' with the statement that 'I want to pass English related exams; viz:
IELTS/TOEFL/PTE'.
The aforementioned table concludes that 52.72% students were motivated to join English
education because they want to pass English-related exams; viz: IELTS/TOEFL.
40
Table 15 'I want to understand the language of international media and sports'.
S.N. Responses

Agree Disagree
14 I want to 29 15.76% 97 52.72% 37 20.11% 13 7.06% 8 4.35%

understand
the language
of
international
media and
sports.
The aforementioned table presents university undergraduates' responses towards joining

English Education as they want to understand the language of international media and
sports. Table 15 points out that out of 184 university undergraduates, 29 (15.76%)
respondents were 'strongly agreed', and 97 (52.72%) respondents were 'agreed' to the
related statement. 37 (20.11%) respondents were 'not sure', 13 (7.06%) respondents were
'disagreed', and 8 (3.35%) respondents were 'strongly disagreed' with the statement that 'I
want to understand the language of international media and sports'.
By analysing the abovementioned table, most of university undergraduates 82.84%

joined English Education to understand the language of international media and sports.
41

'English Education for linguistic proficiency'.
Pie-Chart 5 English Education for Linguistic Proficiency
English Education for Lingtuistic Proficiency

Strongly
Disagree
Disagree
3.26%
8.15%
Strongly Agree
27.85%
Not Sure
18.76%
Agree
41.98%
Pie-chart 5 displays the responses of university undergraduates' motivation towards

English Education as linguistic proficiency. The aforementioned pie-chart presents that
'strongly agree' scale contains 27.85% responses, and 'agree' contains 41.98% responses.
University undergraduates' responses to the related statements on 'not sure' scale
contains18.76% responses. 'Disagree' contains 8.15% responses, and 'strongly disagree'
contains 3.26% responses on the statements related to 'English Education for linguistic
proficiency'.
Through this pie-chart, it is concluded that 69.83% university undergraduates joined

'English Education for linguistic proficiency'.
42
4.1.1.6. English Education for Global and Cultural Reasons
This section tries to discover respondent's opinion about motivation and perception on
joining 'English Education for global and cultural reasons'. To check their opinion, they
were provided with the following two statements.
1 I want to understand and appreciate English culture.

2 English is a global language.
The findings of these statements are presented in the following table:
Table 16 'I want to understand and appreciate English culture'.
S.N. Responses

Agree Disagree
15 I want to 31 16.84% 92 50% 37 20.2% 21 11.42% 3 1.63%

understand
and appreciate
English
culture.
In table 16, university undergraduates' responses on the statement, 'I want to understand
and appreciate English culture', is demonstrated. This table presents that out of 184
university undergraduates, 31 (16.84%) respondents were 'strongly agreed', and 92
(50%) respondents were 'agreed' that they joined English Education to understand and
appreciate English culture. 37 (20.2%) respondents were 'not sure', 21 (11.42%)
the statement that 'I want to understand and appreciate English culture'.
43
Table 16 shows that 70.09% of university undergraduates joined English Education to

understand and appreciate English culture.
Table 17 'English is a global language'.
S.N. Responses

Agree Disagree
16 English is a 82 44.56% 68 36.96% 23 12.5% 6 3.26% 5 2.72%

global
language.
The aforementioned table shows university undergraduates' responses towards joining

English Education because English is a global language. This table shows that out of 184
university undergraduates, 82 (44.56%) respondents were 'strongly agreed', 68 (36.96%)
the statement that 'English is a global language'.
From this table it is concluded that 81.51% university undergraduates joined English
Education because English is a global language.

'English Education for global and cultural issues'.
44
Pie-Chart 6 English Education for Global and Cultural Issues
English Education for Global and Cultural Issues

Strongly
Disagree
3.26%
Disagree
6.52%
Not Sure Strongly Agree
16.03% 30.71%
Agree
43.48%
The aforementioned pie-chart displays university undergraduates' responses to joining

English Education because of global and cultural issues. Pie-chart 6 displays that
'strongly agree' scale contains 30.71% responses whereas 'agree' contains 43.48%
responses to the statements related to global and cultural issues. Likewise, 'not sure'
contains 16.032% responses, disagree contains 6.52% responses, and 'strongly disagree
contains' 3.26% responses on the statements related to 'English Education for global and
cultural issues'.
From the aforementioned analysis, we can conclude that 74.19% university

undergraduates joined English Education for global and cultural issues.
4.1.1.7. English Education for Personal Interest and Pedagogical Concern

45
This section tries to discover respondents' opinion about motivation and perception on
joining 'English Education for personal interest and pedagogical concern'. To check their
opinion, they were provided with the following four statements.
1 I am good at learning English.

2 I hope that we have more English lessons in English Education.
3 I want to actively in activities to see how good I am in ELT pedagogy.
4 I am really interested in English Education.
The findings of these statements are presented in the following table:
Table 18 'I am good at learning English'.
S.N. Responses

Agree Disagree
17 I am good at 46 25% 108 58.7% 22 11.95% 8 4.35% 0 0%

learning
English.
The aforementioned table points out university undergraduates' motivation towards

English Education because they are good at learning English. Table 18 displays that out
of 184 university undergraduates, 46 (25%) respondents were 'strongly agreed', 108
(58.7%) respondents were 'agreed' with the statement, 'I am good at learning English'. 22
(11.95%) respondents were 'not sure', 8 (4.35%) respondents were 'disagreed', and no
respondents were 'strongly disagreed' with the statement that 'I am good at learning
English'.
46
Most of the university undergraduates 83.7% joined English Education because they
were good at learning English.
Table 19 'I hope that we have more English lessons in English Education'.
S.N. Responses

Agree Disagree
18 I hope that 36 19.57% 85 46.19% 41 22.28% 16 8.7% 6 3.26%

we have
more English
lessons in
English
Education.
The aforementioned table points out university undergraduates' responses to the

statement, 'I hope that we have more English lessons in English Education'. Among 184
university undergraduates, 36 (19.57%) respondents 'strongly agreed', and 85 (46.19%)
respondents 'agreed' that they joined English Education hoping that they have more
English lessons in English Education. 41 (22.28%) respondents were 'not sure', 16
(8.7%) respondents were 'disagreed', and 6 (3.26%) respondents were 'strongly
disagreed' with the statement that 'I hope that we have more English lessons in English
Education'.
Table 19 presents that 65.76% university undergraduates joined English Education

because that they hope they have more English lessons in English Education.
47
Table 20 'I want to understand the language of international media and sports'.
S.N. Responses

Agree Disagree
19 I want to 31 16.85% 116 63.04% 23 12.5% 14 7.61% 0 0%

actively
participate in
activities to
see how good
I am in ELT
pedagogy.
In table 20, university undergraduates' responses to the statement, ' I want to actively
participate in activities to see how good I am in ELT pedagogy' are exhibited. 31
(16.84%) respondents were 'strongly agreed', and 116 (63.04%) respondents were
'agreed', 23(12.5%) respondents were 'not sure', 14 (7.6%) respondents were 'disagreed',
and no respondents were 'strongly disagreed' with the statement that 'I want to actively
participate in the activities to see how good I am in ELT pedagogy '.
The aforementioned table shows that 79.99% university undergraduates joined English
Education to actively participate in activities to see how good they were in English
Education.
48
Table 21 'I am really interested in English Education'.
S.N. Responses

Agree Disagree
15 I am really 92 50% 67 36.41% 14 7.6% 10 5.44% 1 0.55%

interested
English
Education.
Table 21 presents university undergraduates' reason towards joining English Education

as 'they were really interested in English Education. The aforementioned table points out
that out of 184 university undergraduates, 92 (50%) respondents were 'strongly agreed',
and 67 (36.41%) respondents were 'agreed' that they joined English Education because
of their personal interest. 14 (7.6%) respondents were 'not sure', 10 (6.44%) respondents
were 'disagreed', and 1 (0.55%) respondents were 'strongly disagreed' with the statement
that 'I am really interested in English Education'.
The aforementioned table displays that 86.41% university undergraduates joined English
Education due to their personal interest.
49

'English Education for personal interest and pedagogical concern'.
Pie-Chart 7 English Education for Personal Interest and Pedagogical Concern
English Education for Personal and Pedagogical Concern

Strongly
Disagree
0.95%
Disagree
6.53% Not Sure Strongly Agree
13.58% 27.85%
Agree
51.09%
Pie-chart 7 displays university undergraduates' responses towards joining English

Education for personal and pedagogical concern. This pie-chart presents that 'strongly
agree' scale contains 27.85% responses, and 'agree' contains 51.09% responses to the
statements related to 'English Education for personal and pedagogical concern'. 'Not sure'
scale contains 13.58% responses, 'disagree' contains 13.58% responses, and 'strongly
disagree' contains 0.95% responses on the statements related to 'English Education for
personal interest and pedagogical concern'.
The aforementioned pie-chart presents that 79.74% university undergraduates joined

'English Education for personal and pedagogical concern'.
50
4.1.2 Analysis and Interpretation of Data Collected through Open-ended Questions
Questionnaire as a research tool contains twenty Likert-scale statements as well as four

open-ended questions were provided to the respondents to explore their original opinion
about motivation and perception behind joining English Education. University
undergraduates' responses based on open-ended questions are presented on the following
themes:
4.1.2.1 University Undergraduates' Perception about English Education
To study university undergraduates' perception about English Education, they were

asked to write a short paragraph as an answer of 'How do you perceive English
Education?' Responding to the question, most of the participants wrote that they
perceived English language as a global language which may help them to acquire better
opportunities in the field of employment, education, international trade and commerce,
tourism and international communication and they perceived English Education as the
best faculty to learn English language. Some of the respondents' perceptions are
presented below:
R₁: "I perceive English language as an international language. I think English

Education can help me to understand people around the world and I perceive English
Education as one of the requirements of achieving something good in our life".
R₂: "English is good to get new job and English Education is good to learn English
language".
R₃: "English language is the most important language for today's generation. In my
perception, English can be better learnt through English Education".
R₄: "I perceive English Education as the faculty to learn English language".
R₅: "English is a global language. It is very useful language education and it is suitable
in every sector".
51
4.1.2.2 Reason behind Joining English Education
Responding to the question, 'Why do you join English Education?' most of the
participants wrote that they join English Education because of their personal interest as
well as parental forces, to be an English teacher or to get some other job, and to migrate
to the English speaking countries. Some of the common responses are presented below:
R₁: "I want to be English writer and also be a good English teacher. I feel English
Education can improve my English proficiency help me to fulfil my aim".
R₂: "I join English Education because I want to be an English teacher".
R₃: "I join English Education because I want to translate Nepali literature to English
and vice versa".
R₄: "I joined English Education because of my personal interest. I feel English much
easier subject than other subject".
R₅: "I join English Education to adjust myself in English speaking countries".
4.1.2.3 Personal Interest of joining English Education
The question 'What personal interest forces you to join English Education?' was asked to
explore university undergraduates' intrinsic motivation to join English Education.
University undergraduates' intrinsic motivation in accord to their responses were
discovered as enjoying as English literature, songs, movies and TV program, and their
achievement in English in the school Education as well as their desire to travel new
places and eagerness to learn English culture. Some of the examples are presented
below:
R₁: "English Education is my personal interest and I want to do something different in

the field of English Education".
R₂: "My interest on traveling new places and understanding English culture forced me to
join English Education".
52
R₃: "I join English education to enjoy English literature".
R₄: "I want to be a good English teacher and I want to participate in IELTS/TOEFL".
R₅: "I like English TV programs, songs and movies; to understand its language I joined
English Education".
4.1.2.4 External Factors to join English Education
University undergraduates' external motivation behind joining English Education was

aimed to be explored with the help of the question 'What external factors force you to
join English Education?' The most common answers of the respondents were that the
external factors like their parental forces, economic condition, insufficient achievement
to join other faculties and their professional issues forced them to join English
Education. Some of the examples are as follows:
R₁: "My parents forced me to join English Education".
R₂: "My parents have financial crisis. So, I joined English Education".
C: I have very low GPA to join other than English Education.
R₃: "I was working as a primary English teacher after my SLC. My profession forced me
to join English Education".
R₄: "Our family is a poor family. My parents' poor economic condition forced me to join
English Education".
R₅: "I have very low GPA to join other than English Education".
53
4.1.3 Analysis and Interpretation of Data through Intrinsic and Extrinsic

Motivational Perspectives
Among twenty Likert-scale statements, eleven were related to intrinsic motivation and
nine were related to extrinsic motivation. This sub-section, student's motivation were
analysed intrinsically and extrinsically.
4.1.3.1 Intrinsic Motivation of Joining English Education
To measure university undergraduates' motivation and perception about English

Education, eleven statements were provided to the university undergraduates. The
findings about intrinsic motivation of joining English Education are presented in the
following table and summarised in the following pie-chart:
Table 22 Statements related to intrinsic motivation of joining English Education
S.N Statements Responses
Strongly Agree Not Sure Disagree Strongly

Agree Disagree
1 I want to 52 72 35 19 6
receive
university
award in
English
Education.
2 I want to know 31 108 27 16 2

the history of
English
language and
54
literature.
3 I like various 26 102 29 22 5

genres of
English
literature.
4 I want to enjoy 36 68 54 20 6
various genres
of English
literature.
5 I want my 81 87 13 3 0
English
proficiency be
increased.
6 I want to speak 56 67 29 23 9
English like
native speaker.
7 I want to 31 92 37 21 3
understand and
appreciate
English
culture.
8 I am good at 46 108 22 8 0
learning
English.
9 I hope that we 36 85 41 16 6
have more
55
English lessons
in English
Education.
10 I want to 31 116 23 14 0
actively
participate in
activities to see
how good I am
in ELT
pedagogy.
11 I am really 92 67 14 10 1
interested in
English
Education.
Total 518 25.59% 972 48.02% 324 16% 172 8.5% 38 1.63%
56
Pie-chart-8 Intrinsic Motivation of Joining English Education
Intrinsic Motivation of Joining English Education

Strongly
Disagree Disagree
8.5% 1.63%
Strongly Agree
Not Sure
25.59%
16%
Agree
48.02%
Pie-chart 8 summarises the university undergraduates' intrinsic motivation of joining

English Education. The aforementioned pie-chart demonstrates that 25.59% university
undergraduates responded to the 'strongly agree', and 'agree' scale contains 48.02%
responses to the statements related to intrinsic motivation of joining English Education.
16% university undergraduates were 'not sure', 8.5% respondents responded to the
'disagree', and 'strongly disagree' scale contains 1.63% responses on the statements
related to the intrinsic motivation of joining English Education.
Pie-chart 8 displays the sum of 71.61% university undergraduates were intrinsically

motivated to join English Education.
57
4.1.3.2 Extrinsic Motivation of Joining English Education
To measure university undergraduates' motivation and perception about English

Education, nine statements were included in the questionnaire to find out extrinsic
motivation of joining English Education. The findings about extrinsic motivation of
joining English Education are presented in the following table and summarised in the
following pie-chart:
Table 23 Extrinsic Motivation of Joining English Education
S.N. Statements Responses
Strongly Agree Not Sure Disagree Strongly

Agree Disagree
1 I want to be an 55 66 54 7 2
English
teacher.
2 I want to be a 32 88 37 21 6
language
translator.
3 It can help me 85 81 13 3 2
in my
profession.
4 I want to fly for 25 77 55 14 13

abroad study.
5 My parents 41 82 13 35 13
want me to join
English
58
Education.
6 I want to be 49 73 23 33 6
prestigious
among my
friends.
7 I want to pass 39 58 59 21 7
English related
exams; viz:
IELTS/TOEFL.
8 I want to 29 97 37 13 8
understand the
language of
international
media sports.
9 English is a 82 68 23 6 5
global
language.
Total 437 26.39% 690 41.66% 314 18.96% 153 9.24% 62 3.75%
59
Pie-chart 9 Extrinsic Motivation of Joining English Education
Extrinsic Motivation of Joining English Education
Strongly
Disagree
3.75%
Disagree
9.24%
Strongly Agree
Not Sure 26.39%
18.96%
Agree
41.66%
The aforementioned pie-chart explains the percentages of university undergraduates'

responses to the related statements of the motivation of joining English Education. Pie-
chart 9 demonstrates that 'strongly agree' scale contains 26.39%responses, and 'agree'
contains 41.364% (685) responses to the statements related to extrinsic motivation
towards joining English Education. The 'not sure' scale contains 18.96% responses,
'disagree' contains 9.24% responses, and 'strongly disagree' contains 3.75% responses on
the statements related to the extrinsic motivation of joining English Education.
Pie-chart 9 shows that 68.05% university undergraduates were extrinsically motivated to

join English Education.
60
CHAPTER FIVE
FINDINGS, CONCLUSIONS AND RECOMMANDATIONS
In this chapter, on the basis of the data analysed on chapter four, the summary of the
findings, conclusions, and recommendations on policy, practice and future research level
are presented in this chapter.
5.1 Findings
The obtained data and information were analysed with the help of simple statistical tools
as well as qualitative approach. The findings of the study are presented below:
5.1.1 Findings Related to University Undergraduates' Motivation towards

Studying English Education
The findings, analysed and interpreted on the basis of university undergraduates'

motivation towards studying English are presented below:
 The motivational factors of university undergraduates towards English Education

were found to be employment, further study and university award, entertainment,
social dignity and parental issues, linguistic proficiency, global and cultural
contexts, and personal interest and pedagogical concern.
 The students were found to be motivated both intrinsically and extrinsically
towards English Education.
 The amount of intrinsically motivated university undergraduates 71.61% was a
bit higher than the amount of extrinsically motivated university undergraduates
68.5%.
 Among employment, further study and university award, entertainment, social
dignity and parental issues, global and cultural contexts, and personal interest and
pedagogical concern, personal interest and pedagogical concern was found to be
highly motivational and 79.74% university undergraduates' motivation towards
English Education was found to personal interest and pedagogical concern.
61
 73.86% university undergraduates joined English Education for employment.

 The amount of university undergraduates motivated towards English Education
for further study and university award was found to be 61.43%.
 Among 184 university undergraduates, 67.2% were found to be motivated
towards English Education for entertainment.
 66.585 university undergraduates were found to be motivated to join English
Education for social dignity and parental issues.
 69.83% responses of university undergraduates on English Education for
linguistic proficiency were measured.
 74.2% university undergraduates' motivation towards English Education was
explored as 'global and cultural context'.
 English Education for professional support, English language proficiency, to
understand the language of international media and sports, the global status of
English, to participating in ELT pedagogical activities, and university
undergraduates' learnability were found to be major motivational factors for
university undergraduates to join English Education.
5.1.2 Findings Related to University Undergraduates' Perceptions towards
Studying English Education
The findings, analysed and interpreted on the basis of university undergraduates'

perceptions towards studying English are presented below:
 English language was found to be perceived as the most important language for
today's generation.
 English Education was found to be perceived as one of the best faculties to learn
English language.
 English Education was found to be perceived as one of the requirements of
achieving something good in our life.
62
 This study found that most of the university undergraduates perceived that
English Education can help them to understand people around the world and
English can be better learnt through English Education.
 English Education was found to be perceived as the faculty which incorporates
much more English lessons.
 English Education was found to be perceived as the faculty to participate in ELT
pedagogical activities.
 University undergraduates' perception towards English Education was found to be
as the university undergraduates' belief in increasing linguistic proficiency
through English Education.
5.2 CONCLUSIONS
The result of this study reveal that university undergraduates in TU-affiliated campuses
were intrinsically motivated, specifically they join English Education to participate in
activities to know how good they were in ELT pedagogy and because of their personal
interest in English Education. Similarly, they joined English Education to be a good
English teacher. University undergraduates simply perceived that English language is the
most important language for today's generation and they perceived English Education as
the best faculty of learning English. The objectives of this study were to explore the
motivation behind university undergraduates studying English Education in terms of
intrinsic and extrinsic motivation, and to explore university undergraduates' perceptions
towards English Education.
To the best of my knowledge, this study is first attempt to study university

undergraduates' motivation and perception about English Education in TU-affiliated
campuses in Nepal. The main objectives of this study were to explore motivation of
university undergraduates towards English Education in terms of intrinsic and extrinsic
motivation and to explore the perceptions of university undergraduates towards English
Education. These objectives of my research are achieved in the sense that this study
63
determined employment, further study and university award, entertainment social dignity
and parental issues, linguistic proficiency, global and cultural reasons and, personal
interest and pedagogical concerns as the motivating factors for university undergraduates
to join English education in TU-affiliated campuses. Among these factors personal
interest and pedagogical concern was very significant. University undergraduates of
constituent and affiliated campuses at TU perceived English language as one of the
important language for today's generation and they perceived English education as the
best faculty to learn English language. They mainly join English education because of
their personal interest and parental forces, to be an English teacher or to get some other
job, and to migrate to the English speaking countries. This study proved that English
language learners were motivated both intrinsically and extrinsically and the amount of
intrinsic and extrinsic motivation was not equal. 71.61% of total responses on the
statements related to intrinsic motivation were in favour of intrinsic motivation and
68.5% of total responses on statements related to extrinsic motivation were in favour of
extrinsic motivation. This result proved that intrinsic motivation is higher than the
extrinsic motivation of university undergraduates to join English education. The
responses on participating on activities to know how good they were in ELT pedagogy
and their personal interest on English education were unexpectedly high. Almost 80% of
respondents were agreed that they joined English education to participate in activities to
know how good they were in ELT pedagogy and 86.41% respondents agreed that they
join English Education because they were really interested in English education. The
reason behind this outcome is that most of the respondents perceived English language
as the most important language for today's generation and they perceived English
education as one of the best faculty to learn English language.
This study was the very first research work of the researcher. This study has been carried
out in two constituent and five affiliated campuses at TU including one campus from
each province of Nepal. This research was routed from Kathmandu to Gaighat to Lahan
to Hetauda to Pokhara to Butwal to Surkhet to Dhangadi to Kthmandu. The researcher
64
has provided last period to carry out research in Lahan. Last period was the period of
Compulsory English. The researcher has to provide questionnaire to all majoring English
and non-majoring English students. To cope with this problem, the researcher had
requested all participants to write their major subject, which helped the researcher to
elicit data from targeted group. This difficulty taught the researcher to carry out his
research in specific majoring classroom. The researcher had to stop his research in
Hetauda because the researcher visited first three campuses without the recommendation
letter from the thesis supervisor. So, from this difficulty, the researcher came to know
that the researcher must carry the recommendation letter from the thesis supervisor or the
concerned institution, if his/her research belongs to academic or institutional study.
Questionnaire was carefully constructed but some of the respondents found to be
tiresome to write answers of some open-ended questions in a paragraph. Through this
difficulty, the researcher decided to request respondents to write their answer to the
open-ended question in a bullet points. Though, some researches have been carried out in
the field of SLA motivation under the department of English Education in Nepali
universities, this research is the first research to address university undergraduates'
motivation towards English Education in Nepal. This research will likely to provide
initial data for future researchers to explore motivational factors in the context of Nepali
university education. University undergraduates' motivation and perception about
English Education in constituent and affiliated campuses at TU were discussed in this
study. This is not all in all and it requires further researches. This study was good
experience in mixed methods. It is recommended that more qualitative study may be
carried out to study motivation and perception for joining English Education particularly
in Nepal and generally in rest of the worlds.
65
5.3 RECOMMENDATIONS
On the basis of above mentioned conclusion, the policy makers, ELT professionals and
further researchers were suggested to follow the following implications:
5.3.1 Policy Related Recommendations
Policy is simply related to policy of educational planning, material designing,

implementing and evaluating them in the field of ELT. So, I would like to suggest the
following implications:
 The motivational factors of the university undergraduates should be cared before

making policy related to material designing and implementing syllabuses of English
Education.
 One of the findings of this study shows that university undergraduates join English
Education to participate in activities of ELT pedagogy and because of their personal
interest in English Education. So, these factors should be kept in mind by the policy
makers while making policy on English Education.
 It is found that university undergraduates perceived English Education as one of the
best faculties to learn English Education. So, the stakeholders should make policy to
establish English Education as one of the best faculties of learning English language.
5.3.2 Practice Related Recommendations
The meaning of policy always relies on effective implementation of the policy (i.e.
practice). This study is related to practical field of the English language teaching. It is
therefore, the findings of this research would be very useful for ELT professionals like
teachers, professors, syllabus designers, textbook writers, material designers and
linguists can effectively utilize the study. Some of the practice related implications of
this study are:
 Teachers/professors should deliver lessons according to the motivational factors of

the students.
66
 The syllabus designer and textbook designer should be aware of what motivates
students to English Education. Lessons should be written according to the motivation
of the students.
 Parents, teachers and school/campus administrators should inspire students to join
English Education according to various motives of the students.
5.3.3 Further Research Related Recommendations
The following further research related implications can be recommended on the basis of
above mentioned findings and conclusion:
 The researcher can get initial data for further study on motivational factors of English
language learner from this study.
 This study is based on statistical analysis. The further researcher can carry out similar
types of study based on qualitative design.
 This research was carried out only in TU-affiliated campuses. The further researches
can be carried out in other universities in Nepal.
67
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71
APPENDIX-I
Research Questionnaire
Dear respondents,
This questionnaire is prepared as a research tool to collect information for the research
work entitled University Undergraduates' Motivation and Perception about English
Education in TU-Affiliated Campuses under the guidance of Mr. Lila Nath Paudel,
Lecturer, Department of English Education, Gramin Adarsha Multiple Campus,
Tarkeshwor. From this set of questionnaire, my aim is to collect information about your
motivation and perception to English education. Your co-operation will lead my research
to the proper findings. Therefore, I request you to spend several minutes to complete
simple questionnaire. This survey does not intend to collect your personal information.
All data collected from the questionnaire would be kept confidential and will only be
used for academic research only.
Thank You.
Damodar Neupane
Gramin Adarsha Multiple Campus
Tarkeshwor, Kathmandu
72
1. Please select one option from 'strongly agree', 'agree', 'not sure', 'disagree' and
'strongly disagree' for every statement according to your own opinion.
I join English education because......
S.N. Statements Strongly Agree Not Disagree Strongly

agree Sure disagree
1. I want to be an English
teacher.
2. I want to fly for abroad

study.
3. I want my English
proficiency be increased.
4. My parents want me to
join English education.
5. I want to know the

history of English
language and literature.
6. I like various genres of

English literature.
7. I want to be prestigious
among my friends.
8. I want to speak English

like native speaker.
9. I want to be a language
73
translator.
10. It can help me in my

profession.
11. I want to be a creative

writer of English
language.
12. I am good at learning

English.
13. I hope that we have more

English lessons in
English education.
14. I want to pass English

related tests. (i.e.
IELTS/TOEFL)
15. I want actively participate

in activities to see how
good I am in ELT
pedagogy.
16. I want to understand and

appreciate English
culture.
17. English is a global

language.
18. I am really interested in

74
English education.
19. I want to understand the

language of international
media and sports.
20. I want receive university

award in English
education.
2. Write a short paragraph based on your opinion for the following questions.
a. How do you perceive English education?
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b. Why do you join English Education?
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c. What personal factors force you to join English education?

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d. What external factors force you to join English education?

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--------------------------------------------------------------------------------------------------
--------------------------------------------------
Name of the Respondent
76
APPENDIX-II
Research Questionnaire with Responses of Respondent-1
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Research Questionnaire with Responses of Respodent-2

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85

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This study is concerned with 'University Undergraduates' Motivation and Perception

1.1 Background of the Study

1.2 Statement of the Problem

The attraction of university undergraduates in English Education is mushrooming rapidly

1.3 Objectives of the Study

The present study had the following objectives:

 To explore the motivation behind university undergraduates studying English

The attraction of Nepali students towards English Education in undergraduate level is

 What motives do university undergraduates have to join English Education?

1.5 Significance of the Study

The attraction of university undergraduates in English Education is enthusiastically

1.6 Delimitations of the Study

University Undergraduates: A student who is studying for his/her first degree at a

REVIEW OF THE RELATED LITERATURE, THEORETICAL AND

2.1 Defining Motivation and Perception

Bem (1972) defines perception as the organization, identification, and interpretation of

2.2 Theories of Motivation and Types of Motivation

Maslow‟s Need Hierarchy Theory, Herzberg‟s Motivation Hygiene Theory and

 Integrative Orientation: Gardner and Lambert (1972) define integrative orientation

 Intrinsic motivation: Noels, Pelletier, Clement and Vellerard (2000) explain

demand or obtained externally imposed reward contingency (Deci and Ryan,

Deci and Ryan (2008c), present the following types of motivation:

 Autonomous Motivation: This type comprises both intrinsic and extrinsic

Extrinsic Motivation Intrinsic

REGULATORY STYLES Motivation

PROCESSES contingency extrinsic Focus on of activity synthesis of Enjoyment

Low perceived rewards or approval from Self-endorsement goals Inherent

competence punishments self or others of goals Congruence satisfaction

PERCEIVED Interpersonal External Somewhat Somewhat Internal Internal

LOCUS OF External Internal CAUSALITY

2.2.3 Theories of the L₂ Motivational Self – System

The L₂ motivational self-system is a motivational framework proposed by Dronyei

Dornyei (2009) explains the components of L₂ motivational self –systems follows:

2.2.4 Socio-educational Model (SEM) of SLA Motivation

2.3 Review of the Empirical Literature

sampling under non-random sampling procedures. Test items, questionnaire, classroom

2.4 Criticism of Previous Research

2.5 Implication of the Review

Social-determination theory of SLA motivation. Their studies had tried to discover

2.6 Conceptual Framework

Social- Self- L₂ Socio-

Integrative Cognitive Organismic Ideal L₂ Attitudrs

Second Language Motivation

In order to carry out research, the following methodologies were exploited.

3.1 Research Design

The study 'University Undergraduates' Motivation and Perception about English

3.2 Sampling Procedure

S.N. Name of the Visited Address Number of the

1 Triyuga Janata Multiple Udayapur, Province No. 1 28

2 J. S. Murarka Multiple Siraha, Province No. 2 16

3 Hetauda Campus Makawanpur, Bagmati 25

4 Jana Priya Multiple Campus Kaski, Gandaki Province 29

5 Butwal Multiple Campus Rupandehi, Province No. 5 26

6 Surkhet Education Campus Surkhet, Karnali Province 32

7 Kailali Multiple Campus Kailali, Sudurpaschim 28

3.3 Sources of Data

3.4 Data Collection Tools

A questionnaire consists of 20 Likert-scale statements and 4 open-ended questions, was

3.5 Data Collection Techniques and Procedures

3.6 Data Analysis and Interpretation Procedures

3.7 Ethical Considerations

ANALYSIS AND INTERPRETATION OF THE RESULTS