Motivational orientations and willingness to communicate (WTC) often go hand in hand. Nonetheless, research shows that learners' motivation to learn a second language (L2) is not necessarily related to their ability to speak. As a result, earlier research has shown differences in evaluating motivation in relation to willingness to communicate (WTC). This research determined the willingness to communicate (WTC) of students in English as a second language (ESL) towards integrative and instrumental motivational orientations. A total of 450 undergraduates were recruited from several institutions in the Khyber Pakhtunkhwa area using a cluster sampling strategy, by means of questionnaires assessing willingness to communicate (WTC) in English in the classroom and enthusiasm to learn English. in a variety of classroom circumstances, including group work, same-gender interactions, activities, preparation time, and being positioned at the front of the classroom. In contrast, their willingness to communicate (WTC) was moderate in situations such as encounters with the opposite gender, sitting in the center and back of the classroom, and addressing the entire class. Furthermore, the findings revealed that the pupils had a high degree of integrative and instrumental motivations. Nonetheless, their instrumental drive eclipsed their integrative desire. Furthermore, there was a significant association found between WTC in English and both integrative and instrumental incentives. Finally, the study suggested various pedagogical implications for stakeholders, curriculum designers, and ESL teachers.
Ubaid et al. (Mon,) studied this question.