MOTIVATIONAL AND AFFECTIVE FACTORS IN FUNCTIONAL ENGLISH COURSES AMONG UNIVERSITY STUDENTS IN PAKISTAN

Authors

  • Seemab Jamil Ghouri English Lecturer, University of Management and Technology, Sialkot, Punjab, Pakistan Author
  • Ayesha Tariq Elementary School Teacher School Education Department, Punjab, Pakistan. Author
  • Sania Mureed MS Scholar, Department of English, University of Management and Technology, Punjab, Pakistan Author
  • Iqra Awan MS Scholar, Department of English, University of Management and Technology, Punjab, Pakistan Author

DOI:

https://doi.org/10.63878/jalt2807

Keywords:

Motivation, Affective Factors, Functional English, English Language Learning , University Students

Abstract

The present study examined the relationships between satisfaction, motivation, boredom, anxiety
and learning expectations in Functional English courses with 197 undergraduate students of a
university in Pakistan. The study employed a 30-item Likert questionnaire and descriptive,
correlational, regression, and group-comparison analysis techniques based on the control-value
theory and recent studies on foreign language learner emotions. The results indicated that
satisfaction, motivation, and learning expectations were highly positively correlated, and boredom
and anxiety were negatively correlated with these variables. There was also a positive relationship
between preference for interactive, career-oriented, and technology-supported activities and more
positive learner experiences. Male students reported higher boredom and anxiety than female
students, and perceived proficiency gains were correlated with higher satisfaction, motivation, and
expectations. The findings of this study recommends that pedagogies that are emotionally
supportive, interactive and career relevant should be the focus of Functional English instruction in
higher education

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Published

2026-01-30

Issue

Vol. 9 No. 01 (2026): (JALT)

Section

English