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A quantitative college-level survey in Kambar Shahdadkot examines how parents and teachers shape learners’ motivation and decisions. Findings indicate strong influence from both groups, including positive attitudes toward English and parental rewards. The study also highlights demotivation linked to insufficient teacher feedback and argues that effective teaching methodology improves L2 motivation.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/motivation-to-learn-english-language-a-survey-on-parents-teachers-influence-on-l2-learners-in-sindh-pakistan/589528/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/motivation-to-learn-english-language-a-survey-on-parents-teachers-influence-on-l2-learners-in-sindh-pakistan/589528.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What causes demotivation according to the study?","Question",{"text":112,"@type":113},"A lack of feedback from teachers was identified as contributing to a demotivating factor for L2 learners.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},589528,1792920795,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 4; August 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nMotivation to Learn English language: A Survey on Parents’& Teachers’ Influence on L2 learners in Sindh, Pakistan  \nSaeed Wadho  \nEnglish Development Centre, Mehran University of Engineering and Technology, Jamashoro, Sindh, Pakistan  \nShumaila Memon (Corresponding author)  \nUniversity of Jamshoro, Sindh, Pakistan  \nE-mail: [sh.memon@hotmail.com](sh.memon@hotmail.com)  \nRafique Ahmed Memon  \nUniversity of Sindh, Jamshoro, Pakistan  \nDoi:10.7575/aiac.alls.v.7n.4p.253  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.4p.253](http://dx.doi.org/10.7575/aiac.alls.v.7n.4p.253)  \nReceived: 19/04/2016  \nAccepted: 30/06/2016  \nAbstract  \nMotivation is, without question, the most complex and challenging issue faced by English language teachers today (Schiedekr & Freeman, 1999) . It is a key contributing factor for L2 learning (Cheng & Dornyei, 2007; Gardner, 1985b) . It is an established fact that no motivation means no learning. Motivation comes from different sources. Freeman (1999) holds teachers and parents to be influencing forces for learners’ motivation. The present study was conducted at college level in Kambar Shahdadkot and investigates the influence of parents and teachers on L2 learning. The study is quantitative in nature. The survey was conducted and data was collected through questionnaire. The study found that students were heavily influenced by parents and teachers. Most of the learners learn English language due to the respect they owe to their parents and teachers. The parents and teachers have positive attitude towards English language, thus, they influence L2 learners’ motivation and decisions considerably. The study also found that most L2 learners learn English language due to the rewards given to them by their parents. Besides, teachers’ positive relation with learners also motivates them to learn English. It was also found that a lack of feedback from teachers contribute a demotivating factor for the L2 learners. The study suggests that teaching methodology plays crucial role in L2 motivation and brings positive results for the learners.  \nKeywords: Motivational psychology, Motivation, L2 learners, Parents & Teachers: In What way teachers and parents influence on L2 learners motivation  \n1. Introduction  \nDornyei, (2001) in the introduction of his book states with the quote that “motivation is complex in nature.” Further he added that “It’s a challenging task that is being faced by teachers these days.” In every learning motivation is taken as a key role. Without this factor, it seems very hard to learn or teach. Scheidecker and Freeman,( 1999:116) are of the view that one thing that remains in the past, in present and in future is the importance of motivation in the practice of education and there is more need of the research in the area of motivation. In L2 motivation is considered key contributing factor (Cheng & Dornyei, 2007 Gardener, 1985 b) It determines the success or failure in second language learning (Li & Pan, 2009 cited in Choosri, 2014c)  \nIt has generally been experienced that students with higher level of motivation do better than students with lower levels (Gardener, 2006:241 cited in Yousif Tahanninen et al,2013) Being teachers ourselves, we have also experienced similar situations when we find our students motivated to learn L2.The task of our teaching becomes easier and sometimes when we find students demotivated the task of teaching and learning becomes troublesome. This is why we are motivated to know the reasons behind L2 learners’ motivation and demotivation.  \nAccording to Richard & Schmidt (2002) Motivation is a driving force that triggers someone to take decisions and those decisions are influenced intrinsically and extrinsically by social context wh","cbCaipZrMnpVlMmj","https://ap.wps.com/l/cbCaipZrMnpVlMmj","pdf",526024,"English","# Abstract\n# Keywords\n# 1. Introduction\n## 1.1 Statement of problem\n## 1.2 Importance of study\n## 1.3 Aims and objectives\n# 2. Literature Review","[{\"question\":\"What causes demotivation according to the study?\",\"answer\":\"A lack of feedback from teachers was identified as contributing to a demotivating factor for L2 learners.\"}]","Motivation to Learn English language - A Survey on Parents’ & Teachers’ Influence on L2 learners in Sindh, Pakistan | PDF",1792067547,15]