Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency

Autor/inn/en	Xing, Deyu; Bolden, Benjamin
Titel	Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency
Quelle	In: Journal of International Students, 9 (2019) 3, S.834-855 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Oral Language; Learning Motivation; Foreign Students; Language Proficiency; Acculturation; Student Attitudes; Stress Variables; Academic Achievement; Psychological Patterns; Learning Theories; Language Tests; Anxiety; Social Isolation; Student Adjustment; College Students; China; Canada; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Motivation for studies; Lernmotivation; Language skill; Language skills; Sprachkompetenz; Akkulturation; Schülerverhalten; Schulleistung; Learning theory; Lerntheorie; Language test; Sprachtest; Angst; Soziale Isolation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Collegestudent; Kanada; Language tests; Englisch
Abstract	This study employed narrative inquiry to understand the oral English learning motivation of Chinese international students with low oral English proficiency through their academic acculturation stories. Expectancy-value theory served as the theoretical framework to inform the study design and the interpretation of results. Findings suggest all participants' motivation for oral English learning increased as a result of the newly acquired high subjective value of spoken English during their academic acculturation. However, they experienced high levels of psychological stress during their academic acculturation due to their low oral English proficiency. Further, participants' perceived expectancy of success for learning oral English declined as their academic acculturation progressed, negatively influencing their oral English learning motivation. Implications for various stakeholders are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01