Examining Relationship between Learners’ Motivation and Social Identity: A Study of Pakistani ESL Learners
Bibliographic record
Abstract
The paper deals with an understanding of the relationship between Second Language learner identity and moitivation to learn English. The research employs Mixed Method research design. The tools used in this study are survey questionnaire and interviews. The sample of the study is N=249 undergraduate students from different public and private sector universities of Pakistan and N=20 ESL instructors. The data analysis involved various statistical tests in order to examine the correlation of socio-cultural factors, pedagogy, religious influence, and parental influence with learner social identity and motivation to learn English. The quantitative data was analysed through SPSS for validity and reliability testing, correlation analysis, and hypothesis testing. The quantitative results showed statistically significant correlation between different variables such as socio-cultural factors, pedagogy, religious influence, and parental influence and interplay of these variables with learner social identity and motivation to learn English. The qualitative interviews with ESL experts, futher strengthened the results by providing valuable insights on the subject of inquiry based on their experience and expertise in English Language teaching in universities of Pakistan.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".