Exploring English Learning Motivation among Chinese University Students

Abstract

While motivation is widely recognized as a key factor in language learning, existing theories often overlook the unique socio-cultural influences shaping Chinese university students’ motivations, necessitating a context-specific investigation. This study adopts a quantitative research design using a 4-point Likert scale questionnaire to examine English learning motivation among Chinese university students at Henan University. Using stratified random sampling, 400 students were selected to ensure balanced proficiency representation. The results indicate that instrumental motivation is the most prevalent, with individual development, immediate achievement, and information medium emerging as the strongest motivators. The high score for information medium underscores students’ perception of English as a gateway to academic knowledge, global economic advancements, and technological developments. Notably, social responsibility ranked higher than intrinsic interest, suggesting that external factors, including national identity, parental expectations, and societal influences, play a critical role in shaping students’ motivation. These findings highlight a shift in motivational patterns, where English is increasingly seen as a means for accessing global information rather than just for academic or career advancement. Additionally, the influence of social responsibility indicates a broader connection between language learning and national or cultural identity. This study contributes to the understanding of English learning motivation in China by incorporating both individual and societal perspectives. It underscores the need for further longitudinal and comparative studies to explore how motivation evolves over time and across different educational and cultural contexts. The findings may inform curriculum development and pedagogical strategies aimed at fostering more sustainable and meaningful engagement with English learning.