Learning Motivation Components in an Ecological ...

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Language in India ISSN 1930-2940 Vol. 21:9 September 2021

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Learning Motivation Components in an Ecological Perspective of

English Major Chinese EFL Students at

Heilongjiang International University, China

Lifeng Zhang, Ph.D. Candidate

Graduate School of Human Sciences, Assumption University, Thailand

792662087@

Prannapha Modehiran, Ph.D.

Assistant Professor, Graduate School of Human Sciences, Assumption University Thailand

prannapha@

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Abstract

This article aimed to explore the components of learning motivation of English major

Chinese EFL students at Heilongjiang International University, China. A learning motivation

questionnaire and an interview were used to find out the components of the students¡¯ learning

motivation in an ecological perspective. The results revealed that the students¡¯ learning motivation

components ranking from most to least included extrinsic motivation from parents/peers/others,

teacher¡¯s motivational strategies, intrinsic motivation, teacher¡¯s style, expectancy, self-efficacy,

extrinsic motivation from seeking self-reward and self-prosperity. The results from the interview

confirmed the quantitative findings with additional information notifying that all the components

should be kept in concern with the aspects of ecological perspective comprising emergence,

relation, diversity, quality, and value.

Keywords: English Major Chinese EFL Students, Learning Motivation Components; Ecological

Perspective.

Introduction

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Language in India ISSN 1930-2940 21:9 September 2021

Lifeng Zhang, Ph.D. Candidate and Prannapha Modehiran, Ph.D.

Learning Motivation Components in an Ecological Perspective of English Major Chinese EFL

Students at Heilongjiang International University, China

138

Chinese educators have shown great concern about learning and teaching English

language in China and claimed that English language instruction at present is not sufficiently

effective, as it can be seen in Heilongjiang International University, China. Some have claimed

that although learning English language is significant, it can appear to be a waste of time and

resources because some English learners will not use any English language after they graduated

from the university (Yang, 2019). Others have reported some Chinese students have lacked their

learning motivation and strategies in learning English language (Ruan & Leung, 2012).

In view of the difficulties of learning an L2, sustaining students¡¯ motivation is a key factor

for teaching an L2 successfully (Wang & Zhang, 2021). Research concerning L2 learning

motivation has been initiated and inspired by the motivation research in a social psychological

framework. In China, research on teaching English as a foreign language (EFL) since the 1990s

has paid a great deal of attention to learning motivation (Pan & Block, 2011). There seems to be a

growing realization that the latent and modifiable factor is too important to be ignored. However,

in spite of the increasing research into learners¡¯ motivation, motivation gaps of Chinese learners

remain to be tested from substantial empirical studies. Moreover, we still have little understanding

of their relations with other factors, such as, motivational intensity and achievement (Liu, 2016).

These questions remain pressing to be investigated into. Therefore, the current research

investigated into Chinese undergraduates¡¯ English learning motivation focusing on finding their

learning motivation components with regard to the ecological perspective in the Chinese

educational setting.

1. Review of Literature

It is a widely-held belief that motivation is crucial in language learning. However, the basic

motivation concepts require a respectable number of different disciplines to arrive at a reasonable

understanding of its various facets (Ushioda & D?rnyei, 2017). General, educational, social, and

cognitive psychology, as well as sociolinguistic theories have something to contribute to

understanding of language learning motivation within a formal school context. The complexity of

the concept of motivation explains the actions and behavior of individuals (D?rnyei, 2000, 2001a),

which cannot be accounted for by a single approach; hence, the varied theories employed as the

framework for the current study, theories of motivation, socio-education model, and ecological

perspective are to be reviewed, as follows.

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Language in India ISSN 1930-2940 21:9 September 2021

Lifeng Zhang, Ph.D. Candidate and Prannapha Modehiran, Ph.D.

Learning Motivation Components in an Ecological Perspective of English Major Chinese EFL

Students at Heilongjiang International University, China

139

2.1 Theories of Motivation in the Psychology of L2 Learning

Motivational psychologists have traditionally sought to understand and explain why people

think and behave as they do. Therefore, a substantial amount of effort in motivation research in

different sub-fields of psychology (behavioral psychology, cognitive psychology, and social

psychology, for example) has been made to establish specific theories to explain human motivation

(D?rnyei, 2019).

Since the current research focused on L2 learning motivation, these psychological theories

of motivation on which the learning motivation components are based on self-determination theory,

expectancy-value theory, attribution theory and self-efficacy theory.

Self-Determination Theory

Motivation has been recognized of comprising intrinsic and extrinsic. Intrinsic motivation

in language learning is likely responsible for the preponderance of human learning, as opposed to

externally accredited learning and instruction (Ryan & Deci, 2017). Froiland and Worrell (2016)

convergently showed that intrinsic motivation predicted student engagement, which, in turn,

predicted higher scores at school. Extrinsic motivation involves behavior performed with a purpose

other than to obtain an extrinsic reward (e.g., good grades) or avoid punishment (D?rnyei, 2001b).

During the past two decades the field has rapidly matured and much has been learned about

these two dominating types of motivation, especially within the framework of self-determination

theory (SDT) (Ryan & Deci, 2017), a broad theory of human development and wellness, with great

implications for school education. SDT specifically holds that for healthy development to help

individuals require supports for basic psychological needs (Ryan & Deci, 2019).

Expectancy-Value Theory

The expectancy¨Cvalue theory (Atkinson, 2000) and the motivational FIT choice model

(Watt & Richardson, 2007) are two important motivational frameworks developed for the

interpretation of behavioral motivation. The expectancy¨Cvalue theory was formed based on J. W.

Atkinson¡¯s (2000) concept of expectancy¨Cvalue, which was proposed in order to better understand

how individuals¡¯ achievement motives, success expectancy, and incentive values influence their

achievement behaviors. Despite these distinctions, the empirical work done on this issue shows

strong and almost complete overlap of constructs like self-concept of ability and self-efficacy, at

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Language in India ISSN 1930-2940 21:9 September 2021

Lifeng Zhang, Ph.D. Candidate and Prannapha Modehiran, Ph.D.

Learning Motivation Components in an Ecological Perspective of English Major Chinese EFL

Students at Heilongjiang International University, China

140

least as they are currently measured (e.g., Bong & Skaalvik, 2003; Marsh et al., (2019).

Attribution Theory

Carson (2019) makes great contribution to attribution theory via explaining why external

relational attributions provide slight difference to our understanding of relational attributions.

Gardner et al., (2019) examine how internal, external, and relational attributions across leaders and

members deferentially predict relationship work, self©\work, and conflict within leader-member

relationships. Significant progress has also been made in forming and adapting attribution theory

to organizational contexts. In this special issue, the article (Carson, 2019; Gardner et al., 2019; Sun

et al., 2019) highlighted variations of relationship attributions. This focus seemed to be, in part, as

a response to the recent conceptual and empirical work by Eberly and her colleagues (Eberly et al.,

2011; Eberly et al., 2017).

Self-efficacy Theory

The self-efficacy theory focuses on people¡¯s judgments about their abilities to carry out

specific tasks. Central to this is the belief that a person¡¯s sense of efficiency determines the choice

of activities they undertake, along with their level of aspiration, the amount of effort they put in,

and the persistence they show. These perceptions, in turn, can influence the amount of effort and

perseverance employed when undertaking a specific task (Schunk and Pajares, 2012). Rather than

a general disposition, self-efficacy is a belief relative to a particular domain or context (Bandura,

2006).

One way students measure their ability is by comparing themselves to their peers, which

might positively impact their self-efficacy in learning if accompanied by the motivation to catch

up or have a negative influence if they believe their efforts will make no difference (Kesici &

Erdogan, 2010; Schwarzer, 2014). Thus, it is possible for a student with high levels of self-efficacy

to also possess enough motivation and self-regulation to successfully persevere through a difficult

assignment (Solheim, 2011). However, students with low levels of self-efficacy are less likely to

participate in it (H?igaard et al., 2015).

2.2 Gardner¡¯s Social-educational Model

According to Gardner (1985), motivation is composed of three parts: motivational intensity,

the desire to learn the language, and attitudes towards learning the language. Motivation is a

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Language in India ISSN 1930-2940 21:9 September 2021

Lifeng Zhang, Ph.D. Candidate and Prannapha Modehiran, Ph.D.

Learning Motivation Components in an Ecological Perspective of English Major Chinese EFL

Students at Heilongjiang International University, China

141

combination of effort plus desire to achieve the goal of learning a language skillfully, plus a

favorable attitude towards it. These three aspects were tested in the Attitude/Motivation Test

Battery (AMTB), which measures motivation intensity, desire to learn the language, and attitude.

To elaborate, for instance, Gardner et al. (2001) focused on attitudes and motivation inside and

outside formal classrooms in Spain, whereas the emphasis of Noels et al. (2001) was French

learners of English in Canada. Masgoret and Gardner (2003) investigated English learners¡¯

motivation for reading on language learner motivation in multicultural classrooms. Despite the

variety of learning contexts of these studies, the findings are relatively congruent, demonstrating

that integrative motivation exerts a stronger impact on behavior and achievement than instrumental

motivation. Gardner (2012) specifically explored the roles of integrative motivation in the

prediction of student achievement. These studies provide insights into the roles and effects of

motivation on language learning from different language learning scenarios.

2.3 D?rnyei¡¯ s L2 Motivation Self System

Many theories have guided the L2 motivation research by for decades to provide a

comprehensive understanding of such a multifaceted language phenomenon. Recently, D?rnyei

has already proposed a tripartite L2 motivation theory: the L2 Motivational Self System (L2MSS),

comprised of ideal L2 self, ought-to L2 self, and L2 learning experience (D?rnyei, 2005, 2009).

Clearly, while the ideal L2 self-derived from the long-term L2-related goals learners tend

to achieve, the ought-to L2 self is driven by the external and instrumental motive factors that are

not yet internalized. Other self-concepts have supported the L2MSS; for example, the ought-to L2

self (Thompson, 2017) is conceptualized as a self that positively responds to challenges or

excelling at the unexpected. The third construct, L2 learning experience, is the least theorized.

D?rnyei (2019) conceptualized L2 learning experience as motivated learning behavior, whereas

Thompson (2017) conceptualized it as the complex relationship between language learners and

their micro and macro contexts that help inform their self-formation.

2.4 Ecological Perspectives on Language Learning

Ecology, as ¡®the study of the relationships among elements in an environment or ecosystem,

in particular the interactions among such elements¡¯ (van Lier, 2010) has its rooted in biology. In

second language learning, ecological perspectives examine the many layers of relationships

between the language learner and his/her social environment, language being the semiotic mediator

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Language in India ISSN 1930-2940 21:9 September 2021

Lifeng Zhang, Ph.D. Candidate and Prannapha Modehiran, Ph.D.

Learning Motivation Components in an Ecological Perspective of English Major Chinese EFL

Students at Heilongjiang International University, China

142

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