An Investigation of English Learning Motivation Disposition in Chinese Universities

Abstract

This paper employed Dörnyei’s L2 Motivational Self System to investigate the correlation between motivational variables and L2 English learning, both within and between university students at different levels of study. 210 university students (including undergraduate, postgraduate and doctoral students) from two mainland Chinese universities completed online questionnaires and interviews based on the L2 Motivational Self System. The results showed that students at all levels of study had a generally favorable disposition toward English learning, although the higher the education level of the student, the higher the importance of the Ideal L2 Self domain (and the notion of Instrumentality-Promotion within this domain) for English learning. Significant correlations were also found (for undergraduate students) between English learning achievement and Ideal L2 Self, as well as English learning achievement and Attitudes to L2 Learning, suggesting the clearer L2 self-image and more positive L2 learning attitude an undergraduate has, the higher the level of achievement in English learning they are likely to obtain.