Do hours matter? The relationship between motivation and study intensity in learners of English in Scotland

This paper examines the impact of English language learners’ motivation on their choice of study intensity using data from a national survey of learners in publicly funded English for Speakers of Other Languages (ESOL) courses across Scotland. In particular, the motivation of learners attending only a few hours per week (i.e. very part-time learners) is compared with those attending for more hours. Our study found that there are differences in motivation and aspiration amongst very part-time and part-time or full-time learners but also that employment and child care may have as much influence as motivation in causing learners to enrol on very part-time English classes. The findings relating to these learners in our study present a particular challenge to ESOL providers which offer only very part-time courses.