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Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students’ Second Language Learning

Year: 2022

Type: article

Abstract: The spread of COVID-19 has changed the traditional education pattern, and prolonged home isolation and online learning have brought unprecedented challenges to second language teaching and learning. A sample of 1036 Chinese students from four representative middle schools participated in the research. The results indicated four motivations: intrinsic interest, learning situation, personal development, and immediate achievement. There were significant gender differences in English learning motivation. Moreover, intrinsic interest and personal development motivation had a significantly positive impact on English learning achievement, while learning situation had no significant impact, and immediate achievement motivation had a significantly negative impact. The findings highlight the cultivation of students’ learning autonomy and school-family interaction to promote the sustainable development of middle school students’ second language learning.

Source: Sustainability

DOI: 10.3390/su14169918

Authors: Shi Jiao, Hui Jin, Zheng You, Jie Wang

Institutions: Minzu University of China, Beijing Normal University, Beijing Foreign Studies University, Tsinghua University

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,094