To entail integrative motivation because learners in

to entail integrative motivation because learners in ESL environments need to function in the
target language community. ESL teaching in such environments is predominantly designed to
help learners develop their communicative competence. On the contrary, learners in EFL
contexts are often instrumentally motivated to learn English. They usually learn English either

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because it is a school requirement or they need to pass a certain university entrance examination
(Gorsuch, 2000; Li, 1998; Liao, 2000).
Moreover, Ellis (1996) maintains that the role of the teacher in ESL settings is more of a
facilitator since a great deal of language learning will take place outside the classroom. In
contrast, the teacher in EFL contexts is regarded as the “sole provider of knowledge and
experience” in terms of the target language and its culture. This is mainly due to the fact that
EFL is “a cultural island” for learners and they basically depend on their teacher to learn the
target language and its culture.
Finally, Maple (1987) illustrates the differences between teaching EFL (TEFL) and
teaching ESL (TESL) in the following table (Table 1):
Table 1. Differences between TESL and TEFL (Maple, 1987, pp. 35-36)
TESL TEFL
Acquisition-rich environment Non-acquisition environment
The teacher is usually a native speaker of
English (or fully bilingual).
The vast majority of teachers are non-native
speakers of English. The English proficiency of
these teachers varies widely – from fully bilingual
to minimally functional.
Students are more apt to have integrative
motivation than in TEFL situations.
Students are almost all totally instrumental in
motivation. Most are studying English for their
own needs or for pleasure.
Students need English and usually perceive this
need. It will be put to use immediately or in the
near future for school, work, or acculturation.
Most students do not see any need at all for
English, at least while they are studying it
although many see it as a “deferred need.”
Students usually study in intensive programs (8
to 25 hours per week).
Most students study only a few hours per week (2
to 4), over quite a few years.

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Table 1 (cont.)
Class size is usually small, even in public schools
(rarely over 25, often only 10 to 15 students per
class).
Class size is usually larger, except in better private
programs. In public schools, 50+ students in one
class is not unusual.
Teachers assume that students want to
assimilate or at least to become adjusted to the
society of the English-speaking country.
Teachers know that students do not want to
become “mini-Brits” or “mini-Americans”
becoming part of the L1 culture.
Most ELT texts are written with the ESL market
in mind, therefore containing material and skills
development for survival in the US or UK.