Cooperation, Motivation, and Anxiety: Evidence from Secondary School Level Urdu Speaking English Language Learners at District Vihari, Pakistan

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Muhammad Qasim Ali, Rooh Ul Amin, Nasrullah, Muhammad Farooq Alam


Teachers use traditional English teaching approaches in public schools while cooperation has recognized to be a more robust technique teaching foreign language and is in vogue globally due to its social engagement perspective. Contemporary teachers use appropriate approaches and techniques to deliver quality education. It is found that humans prefer to cooperate and need motivation where reputation, incentive, or rank is involved. In Pakistan, secondary-level English learners face many English learning issues. Different causes are responsible for student anxiety in English learning. Researchers devise theories to check the effect and relationship of cooperation and inspiration among secondary school students. A quantitative analysis approach was used to investigate the goals and evaluate the structural equation model design's assumptions—researchers selected secondary school students (555) in Vehari District Grade-10. A questionnaire was used to gather respondents' results. Regression and relationship predictive processing is used with data from respondents. The study found substantial adverse anxiety motivation effects. In comparison, in learning English, the influence of collaboration is negative although negligible on the level of anxiety.Simultaneously, the structural equation model's findings indicate that inconsistent, autonomous motivation demonstrates a substantial negative relationship with contingent anxiety.

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