The influence of social factors on L2 reading motivation among pre-university ESL students: a Pakistani case study

The influence of reading motivation on first language literacy development has been extensively researched. In second language reading, however, role of motivation has not been thoroughly explored, and has focused more on cognitive aspects despite the acknowledgment that social factors play a role. Motivation to read in English is a serious issue in educational settings like Pakistan where the students are reading in English as institutionalized subject. Using the Process Model of L2 Motivation (Dornyei & Otto, 1998) as background theory, a case study was conducted to gain insights into social factors influencing L2 (English) reading motivation among 8 preuniversity students of Government Degree College for Boys, in Mianwali District. The study had three objectives: to explore the views about reading in English, to describe social factors that motivate students to read in English, and to determine how these social factors influence motivation to read. Data was collected through semistructured interviews and observations and analyzed through thematic analysis. The study found macro social factors, the status of English, educational policies and related practices influenced the student’ views about reading. Expectations and instrumental reasons were identified as reasons for reading. Physical settings, parents, English teachers and peers were seen as social factors which influenced reading through motivation which occurred through expectations, interaction, recognition, encouragement, and teaching strategies, all of which occurred at goal setting and executive levels. Parents’ financial circumstances, teachers’ inattentiveness, lack of tests, unsupportive peers and non-conducive physical settings, were recognized as distractions and obstacles. The study suggests a general Process Model of L2 Motivation to drive students to read in English. The study recommends for the consistency in the implementation of linguistic policies, suitable teaching strategies, goal-contextual oriented curriculum, teachers-students immersion and conducive settings and environment for positive motivation for reading in English