Exploring the motivation of women studying in a multilevel ESOL class in England

Identifying students’ reasons for learning a language is useful every teacher who aims to help students achieve their goals. In addition, understanding how motivation maintained through the class and what extent this continues away from classroom are equally important, especially in noncompulsory adult ESOL. Following Ushioda’s (2016) call small lens approach, one of female, ESOL learners was studied discover factors influencing whilst attending multilevel England. Data collected over period 8 weeks observations, motigraphs, interviews. Dorney's L2 motivational self-system theory (2009) employed as means analysis findings appear suggest that experience ought-to second (L2) self have largest impact on participants’ context. The study concludes with pedagogical implications suggestions further research often overlooked field enquiry.