Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students’ Second Language Learning

Shi Jiao, Hui Jin (), Zheng You () and Jie Wang
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Shi Jiao: College of Education, Minzu University of China, Haidian District, Beijing 100081, China
Hui Jin: Faculty of Education, Beijing Normal University, Haidian District, Beijing 100875, China
Zheng You: Graduate School of Education, Beijing Foreign Studies University, Haidian District, Beijing 100089, China
Jie Wang: College of Continuing Education, Tsinghua University, Haidian District, Beijing 100084, China

Sustainability, 2022, vol. 14, issue 16, 1-18

Abstract: The spread of COVID-19 has changed the traditional education pattern, and prolonged home isolation and online learning have brought unprecedented challenges to second language teaching and learning. A sample of 1036 Chinese students from four representative middle schools participated in the research. The results indicated four motivations: intrinsic interest, learning situation, personal development, and immediate achievement. There were significant gender differences in English learning motivation. Moreover, intrinsic interest and personal development motivation had a significantly positive impact on English learning achievement, while learning situation had no significant impact, and immediate achievement motivation had a significantly negative impact. The findings highlight the cultivation of students’ learning autonomy and school-family interaction to promote the sustainable development of middle school students’ second language learning.

Keywords: COVID-19; middle school students; motivation; achievement; personal development; intrinsic interest (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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