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Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning

Author

Listed:
  • Shi Jiao

    (College of Education, Minzu University of China, Haidian District, Beijing 100081, China
    These authors contributed equally to this work.)

  • Jing Wang

    (College of Education, Zhejiang University, Zijingang, Xihu District, Hangzhou 310058, China)

  • Xu Ma

    (College of Economics, Minzu University of China, Haidian District, Beijing 100081, China
    These authors contributed equally to this work.)

  • Zheng You

    (Graduate School of Education, Beijing Foreign Studies University, Haidian District, Beijing 100089, China
    These authors contributed equally to this work.)

  • Dini Jiang

    (College of Foreign Languages and Cultures, Chengdu University, Longquanyi District, Chengdu 610106, China)

Abstract

This study examined the English learning motivation of Chinese ethnic university students. A sample of 776 undergraduates from three representative ethnic universities participated in this research. The findings indicated four types of English learning motivation: intrinsic interest, learning situation, personal development, and international communication. There were statistically significant differences between ethnic minority and Han students, and between male and female students. Moreover, the intrinsic interest motivation of Han students was significantly higher than that of ethnic minority students, and female students’ overall motivation and personal development motivation were significantly higher than those of male students. Intrinsic interest motivation had a significantly positive impact on English achievement, whereas learning situation motivation had a significantly negative impact. These findings highlight the improvement of the learning situation and encouragement of intrinsic interest to enhance minority students’ second language learning and sustainable development. Further research on English as a second language should consider the influence of family and ethnic background.

Suggested Citation

  • Shi Jiao & Jing Wang & Xu Ma & Zheng You & Dini Jiang, 2022. "Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning," Sustainability, MDPI, vol. 14(13), pages 1-20, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:7898-:d:850854
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    References listed on IDEAS

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    Cited by:

    1. Ifeanyi A. Uche, PhD & Joyce Juachukwu Nwosu, 2023. "Motivational Studies in Second Language Learning: Theories Review on Bibliographic Essay," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(5), pages 1680-1686, May.
    2. Shi Jiao & Hui Jin & Zheng You & Jie Wang, 2022. "Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students’ Second Language Learning," Sustainability, MDPI, vol. 14(16), pages 1-18, August.

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