Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.

Differences in the Motivation of Teenage Learners of English in A Chinese Language Context

This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s research with my professional teaching experience,this paper found that students who learn English for the purpose of passing the exam,ought-to L2self dimension is the highest,with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad,ideal L2 self is the best predictor,followed by L2 learning experience and ought-to L2 self.This indicates that teachers should improve teaching methods,apply motivational strategies in the classroom,and encourage and help students to use selfmotivating strategies to motivate themselves.

The Dynamic Interplay Between Language Motivation and English Speaking Fluency:Implications for Effective Teaching Strategies

In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.

A Study on the Relationship between English Learning Motivation and Learning Effect

In order to explore the relationship between college students’English learning motivation and learning effect,this paper uses a questionnaire survey to investigate and analyze the English classroom learning motivation of first-year non-English majors.Based on the final English score,the paper analyzes the correlation between English learning motivation and learning effect.

The Impact of Industry-Education Integration on College Students’ Motivation to Learn English under the TPACK Framework

This paper explores the impact of industry-education integration on students’motivation in college English courses under the TPACK(Technological Pedagogical Content Knowledge)framework using a comprehensive approach combining quantitative and qualitative methods.Quantitative data analysis indicates a significant positive correlation between the perception of industry-education integration and the level of student learning motivation.There is also a clear association between the perception scores of TPACK framework integration and learning motivation.Qualitative data analysis reveals students’positive experiences and recognition of the TPACK framework integration in practical application projects.The study concludes that industry-education integration and the TPACK framework play a crucial role in enhancing students’learning motivation.It suggests optimizing teaching practices through faculty training,designing practical application projects,and promoting student interaction.This comprehensive analysis provides substantial guidance for the future development of English courses.

Entangled relationship:Chinese parents’involvement in young learners’English tests

Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-taking decisions,and their participation has given rise to a series of social impacts.Although parent involvement has received increasing public and academic attention in newspaper and scholarly articles,there exists no thorough analysis of current research on parents’roles in young learners’test-taking.To address this gap,we systemically analyzed Chinese newspaper articles and academic articles between 2011 and 2021 to elicit Chinese parents’roles in YLE test-taking.Our thematic analysis of the literature identifies the ways in which parents influence their children’s test-taking experiences,and how the tests affect this influence.Specifically,our results elicit 1)parents’engagement in YLE testing;2)parents’understanding of the intended uses of YLE tests;3)parents’perception and consequences of their involvement in YLE testing;and 4)parents’backgrounds.This analysis reveals the popularity of YLE tests among young learners and their parents in China and public concern over test-related issues.It also broadens our understanding of YLE testing impact and suggests future potential research directions.

Movies—Better Way to Develop Learners＇ Motivation

This article discusses some theories relating to language learning and motivation. Considerable confidence is placed in the value of movies to enhance the learning of English language. From the author＇s own observation and experiences, movies are used to improve learners＇ motivation academically in three stages in addition to the discussion and evaluation of the activities in the three stares.

A Study on the Relationship between Intrinsic Motivation and Learner Autonomy in English Learning of Non-English Major College Students

To provide scientific feedback and advice on improving the English autonomous learning ability of non-English majorsand in improving the quality of English for non-English majors, it is urgent to study the relationship between intrinsic motivationand learner autonomy. Based on the theory of intrinsic motivation and learner autonomy, a questionnaire survey is used to investi-gate non-English students at Northeast Agricultural University. The obtained data through SPSS analysis and case simulation showthat there is a positive correlation between intrinsic motivation and learner autonomy, which proves the necessity and feasibility ofconstructing autonomous learning factor model to improve the self-learning ability of contemporary non-English majors.

Age-related Differences in L2 Learners'Motivation: A Literature Review

Traditionally, researches in L2 motivation have mainly focused on definition, classification and model building. Recently, however, researchers'focus begins to shift from static to dynamic, taking factors like age-changing into account. The paper aims to provide an overview of the recent 5 years'researches abroad concerning the dynamic investigation of age-related differences in L2 learners'motivation, and put forward possible ways for motivation research in China.

Motivation and Learning Strategies of Chinese ESL Learners

This study focuses on learners' two characteristics: motivation and learning strategies.In the field of English as a second language(ESL),learners' motivation and learning strategies determine how fast and how wellthey acquire the language as well as getting involved in other country.This paper attempts to explore Chinese ESL learners' motiva-tion in English and how they employ different learning strategies to practice or facilitate their English learning in class and beyond class.

The Motivations of Chinese EFL Learners

English is regarded as the international language,which makes it the most popular language to learn around the world.Among the many factors that affect the learning outcomes of English language,motivation is broadly considered as one of the most important ones.This paper presents a general review on types of motivation as well as the factors that are linked to motivation.This paper also touches upon some critical issues that Chinese EFL learners face in terms of motivation in English learning.

Learners’motivational response to the Science,PE,&Me!curriculum:A situational interest perspective

Background:The Science,PE,&Me!(SPEM)curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences.The purpose of this study was to evaluate students’motivational response to the SPEM curriculum from the situational interest perspective.Methods:The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition.Although all students in the 3rd,4th,and 5th grades in the targeted schools were eligible to participate in the study,a random sample of students from the experimental(n=1749;15 schools)and comparison groups(n=1985;15 schools)provided data.Students’motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary.Data were analyzed using structural mean modeling.Results:The results demonstrated that the experimental group(as reference group)showed significantly higher enjoyment(z=-2.01),challenge(z=-6.54),exploration(z=-12.195),novelty(z=-8.80),and attention demand(z=-7.90)than the comparison group.Conclusion:The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.

Adult EFL Learners' Motivation in Reading

In the enthusiastic trend of English learning,an abundance of work is contributing to practical assistance to adult learn ers in contrast with the paucity of attention on the learners’psychological background.Here the paper aims to discuss the adult EFL(English as foreign language)learners’motivation in reading.It explains the important effects that motivation acts on read ing,and provides several ways to deepen intrinsic and extrinsic motivation as well.

From “Who I Want to Be” to “Whom I Am” A Review of the Empirical Research on Motivation and Identity of L2 Learners

This paper synthesizes and evaluates the empirical studies on the relationship between motivation and identity construction of L2 learners in the process of SLA.It begins with the explorations of the definitions of identity and then its relevant research in the field of SLA.After that,the article explores the empirical studies from perspectives of both within and outside China Mainland.Based on comparison and contrast,some implications on both future research and instructions are offered.

Maintaining Learners' Motivation

Foreign language learning is a complex process and its success is determined by a variety of factors.The prime one ofthem is motivation,which,as everyone knows,could be controlled by external forces so as to be taken advantage of.Motivationcould prompt the learner to have his own learning goals and let him finish his learning task autonomously.All of that shows the im-portance of maintaining learners’motivation.This paper will demonstrate not only the definition and the types of motivation,but al-so the methods that could be used to stimulate and maintain the motivation.

A Study on the Effects of Online Interaction for the EFL Learners' Writing Motivation

With the rapid development of information technology, how to utilize the Web in the field of language teaching has become a heated issue in the foreign language teaching reform around the whole world. For so many years, during the teachercentered English writing teaching process, students have no choice but to accept model essays and recite the well-performed sentences and structures. it is hard for teachers and students to conduct an effective interaction, which leads to students' lacking of writing motivations. The author conducted the experiment with QQ group as a medium, and analyzed the results of the experiment among 66 students from Wuhan University, in order to study how to make good use of the network environment to promote the communication and interaction between students, and then enhance their writing motivation. The experimental data and discussions show that online interaction can motivate students to complete writing tasks, especially enhance their instrumental achievement and intrinsic motivation.

Taiwan Residents Learners＇ Motivation and Attitude Towards Completing an Online Distance Education Course During a One Year Industrial Placement

This mixed methods study investigated language learning motivation in an one-year e-learning course for technological university students to bridge the geographical divide between students on industrial placements when studying graded readers using an e-learning course to improve their English competence and to pass the General English Proficiency Test. Data was collected through questionnaires and course feedback. The results of this study extend Gardner＇s socio-educational model in an e-learning environment by adding the new category, Computer Attitudes, which was proven to be highly correlated with Motivation. Although the low proficiency English students had good computer skills, their habits of using the computer for entertainment and their lack of the skill of ＂technological communication efficacy＂ caused increased anxiety when using computers and thus provided them with a lower computer confidence over time. Consequently, it is recommended that sound e-learning training should be provided to all of the students prior to embarking on an e-leaning course so that these learners can benefit from online language learning in the future.

Analysis of the motivation of Chinese words in comparison with English words

Motivation shows some kind of physical connection or causal relation between the signified and the signifier. Both Chinese and English consist of motivated words. This paper makes a comparison between the motivation of Chinese words and that of English words through the analysis of their phonetic motivation, morphological motivation, semantic motivation and writing motivation, with the aim to illustrate the motivation of Chinese words.

China's English Learners' Verbal Phrase Acquisition Research Based on the Corpus——“at last”and“in the end”as an Example

This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments.