ROLE OF MOTIVATION IN LANGUAGE LEARNING AND CHALLENGES FOR PRE-SERVICE ENGLISH TEACHERS IN NEPAL

Abstract

This study aimed to explore  the role of motivation throughout the academic journey of pre-service English teachers in the context of English language learning at the master’s level. A combination of primary and secondary data sources was employed to provide a comprehensive understanding of the research problem. The study has utilized a narrative inquiry approach as the research design, allowing for a thorough exploration of participants’ live experiences. Data was collected from three pre-service English teachers enrolled at the University Campus in Nepal, selected through purposive sampling using a judgmental procedure. The data collected from in-depth interviews and written narratives were thematically analyzed. The findings indicated that pre-service teachers were motivated to learn English for a variety of reasons, including financial opportunities, the desire for social prestige, professional aspirations, and a passion for English literature. However, the study also revealed several challenges faced by the participants, such as a lack of exposure to the language, the presence of unqualified teachers, economic constraints, the absence of an English-friendly environment, as well as feelings of hesitation and frustration in the learning process. These challenges were found to impact the participants' motivation and overall learning experience. The study emphasizes the importance of understanding these motivating factors and challenges within the context of the participants’ lived experiences, offering insights into how these elements shape their English language learning journey.