The Hidden Side of Learning English as a Socially Motivated Behavior in Iran Educational System

The field of SLA is not without other distinguished contestants, but in the history of controversial concepts, motivation alongside emotion must, by any reckoning, emerge as the overall victor. Acknowledging the controversies surrounding the concept, this study aimed at presenting how foreign language learning as a motivated behavior can be investigated through a social theory with a different ontological outlook. The results revealed that learning English is a motivated behavior in which passing tests is the predominant goal and attending standard English classes is the primary path toward that goal. It turned out the social theory holds up for Iranian English learners and all types of motivated behavior were found and thematically described in the sample. There was a significant difference between different types, structural and nonstructural types, and males and females. Based on the results, the structural type, which is supposed to present the one that the educational structure aims to promote, does not appeal to both genders. The study concludes with the fact that the dominance of predefined structures in the educational setting, which could easily affect teachers' mental framework, might lead to neglecting differences, wrongly labeling learners, and bringing frustrations for both themselves and their students.