Abstract
In the field of English as a Second Language (ESL) education, teacher communication and student motivation are widely recognized as critical determinants of learning outcomes. This study examined the relationship between learner needs, framed through Maslow’s Hierarchy of Needs, and teacher communication effectiveness, analyzed using Grice’s Maxims. Data were collected from 240 students across 15 educational institutions in India, representing both technical and non-technical disciplines. A mixed-methods design was employed, combining quantitative survey data with qualitative classroom observations. Descriptive statistics indicated moderate levels of motivation across all five need categories, with Social Needs reporting the highest mean (3.04, SD = 1.10) and Esteem Needs the lowest (2.95, SD = 1.20). Teacher communication was also rated at a moderate level, with Clarity perceived most positively (3.05, SD = 1.10). Pearson correlation analysis revealed a negligible and statistically insignificant relationship between motivation and teacher communication (r = –0.01, p = 0.87). These results suggest that motivation does not substantially shape students’ perceptions of teacher communication. Instead, other factors such as teaching style, instructional relevance, and cultural context may exert greater influence in ESL classrooms.