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

Author

Listed:
  • 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)

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.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:9918-:d:885465
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    References listed on IDEAS

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