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Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

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  • Huiyu Zhang

    (Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou 310058, China)

  • Ying Dai

    (Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou 310058, China)

  • Yingchong Wang

    (School of English and International Studies, Beijing Foreign Studies University, Beijing 100089, China
    Beijing Cultural Exchange Research Center, Beijing Foreign Studies University, Beijing 100089, China)

Abstract

Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.

Suggested Citation

  • Huiyu Zhang & Ying Dai & Yingchong Wang, 2020. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment," Sustainability, MDPI, vol. 12(4), pages 1-13, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:4:p:1302-:d:319072
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    References listed on IDEAS

    as
    1. Saide Sadikoglu & Serdar Oktay, 2018. "Learning strategies of students studying Russian as a second foreign language, with relation to English as their first foreign language," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(5), pages 2101-2109, September.
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    Cited by:

    1. Anuar Sopian & Mohd Azlan Shah Sharifudin & Fazlinda Hamzah, 2024. "Unveiling Motivations: Why Students Choose to Learn Arabic at a Public University," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 2834-2847, August.
    2. Pichaporn Puntularb & Chakrit Yippikun & Preecha Pinchunsri, 2021. "The Characteristics and Self-Regulation of Undergraduate Students in Online English Learning: A Case Study of A Private University in Thailand," International Journal of Higher Education, Sciedu Press, vol. 10(7), pages 1-34, September.
    3. Marcel Pikhart & Blanka Klimova, 2020. "Maintaining and Supporting Seniors’ Wellbeing through Foreign Language Learning: Psycholinguistics of Second Language Acquisition in Older Age," IJERPH, MDPI, vol. 17(21), pages 1-15, October.
    4. Vadim Gaydarenko & Elena Medvedeva & Nataliya Solovyeva & Anastasiia Plakhtii, 2021. "The Use of Information and Communication Technologies to Increase the Motivation of Students When Studying English as a Foreign Language," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 16(6), pages 1-15, November.
    5. Songyun Zheng & Xiang Zhou, 2022. "Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment," IJERPH, MDPI, vol. 19(19), pages 1-15, October.
    6. Maria-Anca Maican & Elena Cocoradă, 2021. "Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(2), pages 1-21, January.

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