Language learning motivation and the ESOL exam system in England

Abstract

English for Speakers of Other Languages (ESOL) courses in England are accessed by a wide range of learners, choosing to do so for a variety of reasons. Understanding the learning goals of these students is important for every teacher in this context, despite a presumption that people will have an inherent need to learn the language of their host nation. This short report presents the results of a pilot study aimed at identifying reasons adults enrol at the (pre)intermediate level, using self-determination theory as a basis of analysis. Data were collected through a paper-based survey and follow-up focus group interviews with learners on both accredited and non-accredited ESOL courses. The findings suggest that the majority of learners at this level are motivated by long-term career plans, but motivation can be undermined by exam registration decisions. The report concludes with a discussion of the individual differences of adult learners and a call for further research in this area.