Understanding L2 Motivation in Bangladeshi Learners

Language learning motivation remains one of the most fascinating puzzles in education today. When Bangladeshi immigrants arrive in the UK after years of living in Austria, what drives their desire to master English? This groundbreaking action research study peels back the layers of second language acquisition to reveal surprising insights about motivation, identity, and classroom success.

The research follows twenty adult learners from Bangladesh who made an unexpected journey - not directly from their homeland to Britain, but via Austria, where they lived for years before settling in East London. These aren't typical language learners. They're educated adults who already speak Bengali and German, yet find themselves starting over with English in their new home.

What makes this study particularly compelling is its methodology. Rather than relying solely on theoretical frameworks, researcher Dilshad Ahmed embedded himself within the learning community, conducting both quantitative surveys and intimate interviews in Bengali. The results challenge conventional wisdom about what truly motivates adult language learners.

The findings reveal a striking gender divide in motivation patterns. Female learners demonstrated remarkably high enthusiasm for English acquisition, driven largely by employment aspirations and the desire to integrate into their children's educational journey. Meanwhile, male participants, despite extensive work experience in Austria, showed more complex motivational patterns shaped by their previous struggles in foreign employment markets.

Perhaps most intriguingly, the study uncovers how religious and cultural identity influences language learning motivation. These learners didn't simply want to acquire English - they sought to balance linguistic competency with cultural preservation. Their positive attitudes toward multicultural Britain, contrasted with more neutral feelings about Austria, suggest that environment plays a crucial role in learning success.

The research also highlights practical classroom implications that extend far beyond this specific community. The preference for speaking and listening activities over traditional grammar exercises points toward more effective teaching approaches for instrumentally motivated learners.

This study offers valuable insights for ESOL practitioners working with immigrant communities across English-speaking countries. It demonstrates how action research can bridge the gap between academic theory and classroom reality, providing teachers with evidence-based strategies for supporting diverse learner populations.

For educators, policymakers, and researchers interested in second language acquisition, this work presents a nuanced view of motivation that goes beyond simple instrumental versus integrative categories.