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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Learning Motivation Components in an Ecological Perspective of
English Major Chinese EFL Students at
Heilongjiang International University, China

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

Abstract

This article aimed to explore the components of learning motivation of English major Chinese EFL students at Heilongjiang International University, China. A learning motivation questionnaire and an interview were used to find out the components of the students’ learning motivation in an ecological perspective. The results revealed that the students’ learning motivation components ranking from most to least included extrinsic motivation from parents/peers/others, teacher’s motivational strategies, intrinsic motivation, teacher’s style, expectancy, self-efficacy, extrinsic motivation from seeking self-reward and self-prosperity. The results from the interview confirmed the quantitative findings with additional information notifying that all the components should be kept in concern with the aspects of ecological perspective comprising emergence, relation, diversity, quality, and value.

Keywords: English Major Chinese EFL Students, Learning Motivation Components; Ecological Perspective.

Introduction

Chinese educators have shown great concern about learning and teaching English language in China and claimed that English language instruction at present is not sufficiently effective, as it can be seen in Heilongjiang International University, China. Some have claimed that although learning English language is significant, it can appear to be a waste of time and resources because some English learners will not use any English language after they graduated from the university (Yang, 2019). Others have reported some Chinese students have lacked their learning motivation and strategies in learning English language (Ruan & Leung, 2012).

In view of the difficulties of learning an L2, sustaining students’ motivation is a key factor for teaching an L2 successfully (Wang & Zhang, 2021). Research concerning L2 learning motivation has been initiated and inspired by the motivation research in a social psychological framework. In China, research on teaching English as a foreign language (EFL) since the 1990s has paid a great deal of attention to learning motivation (Pan & Block, 2011). There seems to be a growing realization that the latent and modifiable factor is too important to be ignored. However, in spite of the increasing research into learners’ motivation, motivation gaps of Chinese learners remain to be tested from substantial empirical studies. Moreover, we still have little understanding of their relations with other factors, such as, motivational intensity and achievement (Liu, 2016). These questions remain pressing to be investigated into. Therefore, the current research investigated into Chinese undergraduates’ English learning motivation focusing on finding their learning motivation components with regard to the ecological perspective in the Chinese educational setting.

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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