Understanding Directed Motivational Currents among Chinese EFL Students at a Technological University

Autor/inn/en	Li, Chili; Tang, Lianhua; Zhang, Shuang
Titel	Understanding Directed Motivational Currents among Chinese EFL Students at a Technological University
Quelle	In: International Journal of Instruction, 14 (2021) 2, S.953-968 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Learning Motivation; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Student Attitudes; Technology Education; Universities; Classroom Environment; Majors (Students); Comparative Analysis; Learning Processes; Language Proficiency; Goal Orientation; Measures (Individuals); Item Analysis; Undergraduate Students; Likert Scales; China + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schülerverhalten; Technisch-naturwissenschaftlicher Unterricht; University; Universität; Klassenklima; Unterrichtsklima; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Zielorientierung; Zielvorstellung; Messdaten; Itemanalyse; Likert-Skala
Abstract	Directed Motivational Currents (DMCs), as the latest theoretical development of second language (L2) motivation research, warrant more empirical investigations. In light of this, the present paper reports the results of a questionnaire survey on the features of DMCs among 245 English-as-a-Foreign-Language (EFL) learners at a technological university in China. The collected data were analysed by descriptive means and Independent T-test. The results show that most of the participants ever experienced DMCs in their English learning. Their experiences of DMCs mainly occurred in classroom settings. They reported a high level of DMCs and showed a strong willingness to experience them again. In addition, English majors were significantly different from non-English majors in some aspects of their DMCs. The findings of this study will be pedagogically implicative for maintaining L2 motivation among EFL learners in China and other similar contexts. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01