LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:9 September 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Model of English Language Learning Motivation in
Ecological Perspectives to Improve Learning Motivation and
English-Speaking Abilities of Chinese EFL Students at
Heilongjiang International University, China

Lifeng Zhang, Ph.D. Candidate and Prannapha Modehiran, Ph.D.

Abstract

This study aimed to develop a model of English language learning motivation in ecological perspectives and investigate its effectiveness on improving English-speaking abilities of Chinese EFL students at Heilongjiang International University, China. The model comprising the elements of teacher, learner, learning and teaching, and ecological perspectives was designed based on socio-educational principles and the findings of HIU’s learning motivation components in ecological perspectives (Zhang, 2021). The speaking instruction according to the designed model with the teaching steps of Igniting Motivation, Setting-Preparing for Speaking, Conversing, Discussing, and Reflecting and Presenting Speaking Task was launched with an experimental group, while a regular teaching of a speaking class was used with the control group. A pretest/ post-test was conducted with both groups. The results revealed an increase of the speaking ability scores at the significance level of 0.05 in the experimental group. The students in the experimental group also manifested a significant increase of learning motivation level. Recommendations for English speaking instruction according to the designed model were also presented in this article.

Keywords: Chinese EFL students; Speaking Abilities, Model of English instruction, English Language Learning Motivation; Ecological Perspectives.

1. Introduction

Since the 1980s, China has represented one of the main growth countries in the world, and this has resulted in ardent English language teaching and learning. Studying English has become a top priority among its foreign language educational policies (Liu, 2016). Over the past decades, China has gradually become a leader in the global community of economy and culture and established a high-profile presence in various areas of international scene (Pan, 2015). English language has therefore become crucial as one of the pivotal foreign languages in the global communication in China.

As English has gained more popularity in China, especially, “One Belt One Road” initiated by the Chinese government recently, some have noted the potential value of English as a means to a greater educational opportunity and social mobility (Pan & Block, 2011). There are studies investigating the effectiveness of the motivational classroom on Chinese EFL learners in the universities in China on their various language skills, especially the speaking abilities (Cheng & Sun 2010). Therefore, it can be seen that English learning is important for students in China (Geng, 2017). Chinese EFL learners view English as a key to a vast range of opportunities: to enter and graduate from university; to study abroad; to secure jobs, especially in international companies; or to get promoted in ideal jobs (Gao et al., 2007).

Research on teaching English as a foreign language (EFL) since the 1990s has paid a great deal of attention to learning motivation in China (Pan & Block, 2011; Wang & Zhang, 2021). However, we still have little understanding of their components and relations with other factors, such as, motivational intensity and achievement (Liu, 2016). These questions remain pressing to be investigated into.

In view of the difficulties of learning an L2, sustaining students’ motivation is a key factor for teaching an L2 successfully. An investigation addressing the issue of students’ components of learning motivation (Zhang, 2021) can therefore yield its findings to be used to carry out an instruction motivating the learners to improve their English language performance.

Therefore, the current study aimed to create a teaching model based on language learning motivation theories, the theory of ecological learning, and the findings of HIU (Heilongjiang International University) students’ learning motivation components (Zhang, 2021) and to investigate the effectiveness of the instruction as the model on improving the speaking abilities and the level of learning motivation of the HIU Chinese EFL undergraduate students.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Lifeng Zhang, Ph.D. Candidate
Graduate School of Human Sciences
Assumption University, Thailand
792662087@qq.com

Prannapha Modehiran, Ph.D.
Assistant Professor, Graduate School of Human Sciences
Assumption University Thailand
prannapha@gmail.com
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