INTRINSIC AND EXTRINSIC MOTIVATION OF LEARNING ENGLISH AS A SUBJECT AT THE SECONDARY LEVEL
Motivation is said to be the basis of all learning. Every effort is driven by the intentions of man. The study aims to explore secondary student’s language learning motivational profiles with the purpose to study factors that influence the language learning process. The quantitative method is used in this research study. To assess motivational level a questionnaire was developed. It was constructed on Gardner’s model of a second language motivational Test Battery called an Attitude Motivational Test Battery (AMTB). The questionnaire consisted of thirty items belonging to different motivational orientations and was filled by a sample of 160 students (80 girls and 80 boys) aged 14 years to 17. The sample of the study was taken from four schools in Rawalpindi City. Data received in the form of Questionnaires were analyzed with the help of SPSS statistical packages. Person Product Moment Correlation Coefficient was applied to investigate the relationship between Integrative motivation, instrumental motivation, and performance. An Independent sample t-test was used to examine the motivation level among secondary-level students, studying English as a compulsory subject. The result of the study reveals that the participant’s motivational level was high. Statistics of data also reflect that there exist gender differences concerning motivation and academic performance in English. It was also found that secondary-level male students are more extrinsically motivated as compared to intrinsic motivation to learn English at this stage. Female students’ motivational profile is slightly different from boys. Female students are more intrinsically motivated as compared to extrinsic motivation to study English at the secondary level. Statistical data from the study also shows that female respondents are equally motivated by both internal as well as external factors.