Exploring Graduate-Level English Learners' Possible Selves: A Case Study of Kohat

Abstract

This research analyzes the influence of possible selves on English language learning of graduate students in Kohat, with particular interest on the relations to Markus and Nurius’s (1986) Possible Selves Theory. This research had the following objectives: analyze the relationship of students’ possible selves with their learning of English, measure the impact level of possible selves on student’s motivation, and explain how possible selves in essence teach students to integrate the understanding in learning language into possible selves in their strategies. The design of the study is quantitative. The (N=300\) respondents received a self-administered questionnaire which included 12 statements in a Likert scale. Data from the survey illustrate that out of the 300 respondents, 86% showed strong willingness to learn the English Language, primarily driven by future identities centered on achieving academic, professional, and personal milestones.  Quantitative analysis was performed using R software. The findings revealed, there seems to be a remarkable agreement regarding the importance of English in a career setting, as indicated by the highest mean score (4.3) on the extravagant willingness to learn English.  From the results, there is a belief which is supported by a mean score of 4.18 that low proficiency of English has a detrimental effect on career growth. However, the responses concerning the importance of English regarding life goals were more disparate with the lowest mean score (3.32) and the highest variance (1.8831). It is clearer that English is dominant when it comes to achieving professional success, but there is a contrasting debate about the role of English when it comes to social interactions or pursuing personal hobbies.   This requires making inclusion of possible selves as one of the factors in instruction which can shape the curriculum to optimize self-identity fostered independent learning, and provide motivation for sustained engagement. The enduring influence of identity-based motivation on language learning and academic achievement should be studied further. Bridging the gap of possible selves with learning English enables formulating effective supporting policies to assist students in attaining their educational and vocational goals.

Key Words: Possible Selves Theory, Intended Efforts, English as a Global Language.