Cognitive and Social Factors Influencing L2 Reading Motivation among ESL Students of Pakistan: A Case Study

Abstract

Reading is a cognitive process which occurs during the interaction with written materials. But reading motivation comes into existence in the result of combination of cognitive and social factors. Reading becomes is a means of language achievement, communication, and of sharing facts and concepts. Therefore, using a process model of L2 motivation (Dornyei & Otto, 1998), this qualitative case study has been conducted among six (6) intermediate students of Govt. Graduate College, Mianwali. The researcher has used semi structured interviews and observation to collect the data. The data have been analyzed manually and systematically thematically by coding and decoding. Findings show although the students are cognitively and socially motivated to read in L2 (English) yet due to the influence of instrumental social factors, they are more motivated to read in English. However, the students have been found more motivated under the influence of getting success, getting higher education and getting jobs in the country and abroad. The study recommends that due to inconsistency in educational and linguistics policies, students are confused. Therefore, study recommends consistency in educational as well as in linguistics policies of the country, Pakistan.