Mind Over Matter

English is a global language that many people want to master for various purposes, such as education, business, travel, or communication. However, not everyone who studies English achieves a high level of proficiency, even after years of formal instruction. This is especially true for learners in non-native countries, where exposure to authentic English input and output is limited. What factors influence the success or failure of learning English? How can learners enhance their motivation and determination to achieve their language goals? In this blog post, I will explore the self-determination theory and how it can help us understand and improve our language learning process. I am also discussing how this theory can be exploited for English language learning in Pakistan.

What is self-determination theory?

The psychologists Edward Deci and Richard Ryan developed the self-determination theory (SDT) in the 1980s as a theory of human motivation. SDT proposes that there are three universal and innate psychological needs that are essential for optimal learning and development: autonomy, competence and relatedness.

Autonomy refers to the sense of volition and choice that individuals have over their actions and goals. Autonomy is not the same as independence or freedom; instead, it is the feeling of being self-directed and self-endorsed in one’s pursuits. Autonomy supports intrinsic motivation, which is the natural and inherent drive to learn and grow.

Competence refers to the sense of mastery and effectiveness that individuals have in performing tasks and achieving outcomes. Competence is not the same as skill or ability; instead, it is the feeling of being capable and confident in one’s abilities. Competence supports intrinsic motivation by providing feedback and challenge that enhance one’s skills and knowledge.

Relatedness refers to the sense of connection and belonging that individuals have with others who share their values and interests. Relatedness, which is distinct from affiliation or attachment, is the sensation of care and understanding from others. Relatedness supports intrinsic motivation by providing social context and meaning that enrich one’s experiences.

According to SDT, these three needs are essential for optimal learning and development, and when they are satisfied, individuals experience intrinsic motivation, which leads to positive outcomes such as engagement, persistence, creativity, well-being and achievement. However, when these needs are thwarted or frustrated, individuals experience extrinsic motivation, which is the external pressure or reward to perform or comply. Extrinsic motivation can undermine intrinsic motivation and lead to negative outcomes such as anxiety, boredom, resentment and dropout. Therefore, it is vital to create learning environments that support the satisfaction of the three psychological needs and foster intrinsic motivation among learners.

Self-determination and Language Learning

How does SDT apply to language learning? Language learning is a complex and challenging activity that requires a lot of effort, time, and persistence. Learners who have a high level of self-determination are more likely to succeed in learning a language than those who have a low level of self-determination. Self-determined learners have intrinsic motivation, which means they learn a language because they enjoy it or find it interesting. They also have extrinsic motivation, which means they learn a language because they value its outcomes or benefits. They are able to regulate their learning process and set realistic and attainable goals. They seek feedback and opportunities to improve their skills. They also have positive attitudes and beliefs about themselves and their language abilities.

On the other hand, learners who have a low level of self-determination are more likely to fail at learning a language than those who have a high level of self-determination. These learners lack intrinsic motivation, which means they lack a personal desire to learn a language. They may feel that learning a language is too difficult, boring, or irrelevant for them. They may have external motivation, which means they learn a language because of external pressure or rewards. They are dependent on others to direct their learning process and have no explicit or meaningful goals. They avoid feedback and challenges that may expose their weaknesses. They also have negative attitudes and beliefs about themselves and their language abilities.

Therefore, SDT can help us explain why many learners fail to learn English despite many years of formal education, especially in non-native countries. These learners may not have enough autonomy, competence, or relatedness in their language-learning environment. They may not have enough intrinsic or extrinsic motivation to learn English. They may not have enough self-regulation or self-efficacy to manage their learning process. They may not have enough positive affect or self-esteem to cope with the difficulties and frustrations of learning a new language.

How Does Self-Determination Theory Apply to English Language Learning in Pakistan?

English is widely regarded as a global language and a key to success in education, employment and social mobility. However, many Pakistani students struggle to master English even after years of formal schooling. What are the factors that hinder their progress and how can they overcome them? In the context of English language learning in Pakistan, there are several challenges that may prevent students from satisfying their psychological needs and developing intrinsic motivation. I am discussing some of these challenges in detail below.

Lack of Interest

One of the significant challenges that Pakistani students face in learning English is the lack of personal interest and relevance in learning the language. They may perceive English as a foreign or imposed language that has little connection to their identity, culture or aspirations. They may also view English as a complex or boring subject that has no practical value or application in their lives. Without personal interest and relevance, students may feel alienated and coerced into learning English.

According to SDT, autonomy is supported by choice and relevance that reflect one’s interests, preferences and abilities. However, many Pakistani students do not have much choice or relevance in their English classes due to various reasons such as standardized tests, rigid syllabi, prescriptive methods, etc. Moreover, many Pakistani students do not see the relevance of English in their lives due to limited awareness of the benefits and opportunities that the language can offer. As a result, many Pakistani students lack motivation and engagement in learning English. To address this challenge, it is necessary to allow students to choose topics, tasks and goals that match their interests, preferences and abilities. Following are some examples:

• Using project-based learning that allows students to work on real-world problems and solutions in English

• Utilizing problem-based learning, which enables students to investigate and resolve authentic issues and dilemmas in English

• Utilizing inquiry-based learning, which enables students to explore and discover new knowledge and concepts in English

Lack of Resources

Another challenge that Pakistani students face in learning English is the need for access to adequate resources such as qualified teachers, textbooks, libraries, the internet, and media that can facilitate their exposure to authentic and meaningful English input and output. Without sufficient resources, students may feel incompetent and helpless when learning English.

According to SDT, competence is supported by optimal challenge and positive feedback that enhances one’s skills and knowledge. However, many Pakistani students do not receive enough challenge or feedback in their English classes due to various reasons such as large class sizes, low teacher quality, outdated curricula, rote learning methods, etc. Moreover, many Pakistani students do not have enough opportunities to practice their English skills outside the classroom due to limited access to English materials such as books, newspapers, magazines, novels, songs, movies, etc. As a result, many Pakistani students lack exposure to authentic and meaningful English input and output that can stimulate their interest and curiosity in the language. To address this challenge, it is necessary to provide students with access to diverse and quality resources that can expose them to authentic and meaningful English input and output. Following are some examples:

• Using online platforms such as Khan Academy and Coursera, which offer free courses on various topics in English

• Using multimedia materials such as podcasts and videos that present information in an engaging and interactive way

• Using newspapers and magazines that cover current affairs and issues relevant to students’ lives

Lack of Support

A third challenge that Pakistani students face in learning English is the lack of social support and feedback from their peers, teachers and parents who can encourage them, guide them and appreciate them for their efforts and achievements in learning English. Without social support and feedback, students may feel isolated and discouraged from learning English.

According to SDT, relatedness is supported by interaction and care that create a sense of connection and belonging with others. However, many Pakistani students do not receive enough interaction or care in their English classes due to various reasons such as competitive culture, low expectations, negative attitudes, etc. Moreover, many Pakistani students do not have enough interaction or care outside the classroom due to limited communication with native or proficient speakers of English who can provide them with models and mentors. As a result, many Pakistani students lack confidence and competence in using English. To address this challenge, it is necessary to create a supportive and collaborative learning environment where students can interact with each other, share ideas, give feedback and receive praise.

• Using cooperative learning, which allows students to work together in small groups and assist each other in learning English

• Using peer tutoring allows students to teach and learn from each other in pairs or one-on-one sessions.

• Using peer assessment allows students to evaluate and improve each other’s work in a constructive way.

Conclusion

In this blog post, I have defined self-determination theory and discussed the challenges that Pakistani students face in learning English from the perspective of self-determination theory. I have also suggested some strategies that can help them overcome these challenges and develop a positive attitude towards the language. By implementing these strategies, teachers can help Pakistani students satisfy their psychological needs of autonomy, competence and relatedness and foster intrinsic motivation among them. This can lead to better outcomes not only in terms of linguistic proficiency but also in terms of personal growth and social integration.