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The research participants include the students of B.A. (Hons.) Part-II, who had studied English language as a subject during B.A. (Hons.) Part-I as well. The data was collected through questionnaires, which asked questions related to English language learners' satisfaction on their language teacher, teaching learning environment, syllabus, and testing and assessment system, which are considered as the most factors that can affect and enhance learner motivation. The extent of their satisfaction, that they showed, in turn explains their motivation towards learning English language. The findings of the research include learning of English for both integrative and instrumental reasons with 'for getting importance' as the most commonly chosen reason. 100% students showed willingness to attend the language class, yet a number of them find it boring and gave suggestions related to improvement. Students showed a lot less satisfaction towards their teacher and the teaching method and suggested proper teacher training along with some other things. Suggestions are also given on the improvement of the content of syllabus, yet it needs further investigation. The most dissatisfying factor brought forward by this research is the assessment system, so the research definitely calls for the introduction of a proper improved assessment system. This research paves way for future research as it raises a number of issues and questions for researchers to address.

This chapter is based on life-story interviews of three Pakistani teachers who came to the UK to pursue higher education (i.e. PhD). The chapter focuses on their lives in the UK and how this experience influenced their life, attitude, and behaviour after they went back home. Drawing on Bourdieu's notion of habitus as the analytic tool, the present study focuses on, firstly, the dilemma faced by these teachers in the UK due to the cultural and educational differences, and how each of them learned to cope with it. Secondly, the present study looks at the dilemma faced by these teachers upon their return home after acquiring education and spending five years of their life in the UK and how they continue to struggle to cope with it. The chapter aims to understand and highlight the identity crisis faced by the participants due to their experiences in two completely different cultures.

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