Exploring the Impact of Motivation on English Language Learning Achievement: A Teachers’ Perspective from Southern Punjab, Pakistan

Abstract

This study explores how secondary school teachers in Southern Punjab, Pakistan, perceive the role of motivation in shaping English language learning achievement. Utilizing a mixed-methods design, the study combines quantitative survey data with qualitative insights from semi-structured interviews to examine the motivational patterns influencing students across public and private schools. Findings highlight that while extrinsic motivation such as examination success and social status is dominant, intrinsic motivation can be enhanced through teacher encouragement, emotional support, and culturally responsive pedagogy. The study concludes that teachers are not only observers but active agents in cultivating motivation and recommends teacher-centered strategies, inclusive curriculum design, and classroom reforms to promote sustained language learning engagement. This research contributes a localized, teacher-informed perspective to global debates on language learning motivation.