University English Language Learners in Sichuan Province: A Mixed – Methods Study on Learning Motivation

Abstract

This study investigated the types, levels of motivation, and factors influencing students’ learning English motivation in Sichuan Province and proposed guidelines for improving students’ language learning motivation. A mixed-method design was adopted. 1,301 participants from three different types of universities were the questionnaire respondents, while 12 students were semi-structured interviewees. In the focused group discussion, four experienced educators critically reviewed the findings. The results revealed that efforts had the strongest impact on intrinsic motivation, whereas persistence had the weakest impact. Secondly, intensity had the strongest impact on extrinsic motivation, and persistence had the weakest impact on it. Thirdly, female students had stronger motivation than male students. Fourthly, factors influencing motivation included attitude, self-concept, intrinsic motivation, learning environment, parents, and mastery. Fifthly, guidelines for maximization of learning English motivation dealing with those factors were then proposed. It was recommended that future research investigate the English language learning motivation at all levels of the education system to explore the changes in student motivation at different levels of education.