Motivational Factors and Their Impact on Long-Term Second Language Retention among University Learners in Khyber Pakhtunkhwa

Abstract

The paper discusses the importance of motivation in long-term retention of second language (L2) among university students in Khyber Pakhtunkhaw, Pakistan. The research is based on key motivational theories, including the Socio-Educational Model by Gardner and the L2 Motivational Self System by Dornyei, to determine how intrinsic, extrinsic, integrative, and instrumental motivation affects the capabilities of the learners to maintain the mastery of the English language. Data collection was based on the mixed-method approach and was performed by surveys (questionnaires), language-retention tests, and semi-structured interviews with students and teachers. The results show that students who are highly intrinsically and integratively motivated have been found to retain more vocabulary, show better speaking fluent and more long-term language sustained. The research also indicates that positive learning conditions, educational encouragement, and appreciable language exposure lead to long-lasting motivation. The results point to the importance of introducing motivational approaches to curriculum and pedagogy in universities to enhance the long-term L2 retention among institutions of higher learning.

Keywords: Second Language Retention, Motivation in Language Learning, University Students, Intrinsic and Extrinsic Motivation, Khyber Pakhtunkhwa Pakistan