ABSTRACT
Objective:To investigate the relationship between foreign language learning motivation and academic performance of medical students in emergency remote teaching.Methods:A total of 131 medical undergraduates from the Batch 2018 participated in this study. The motivation part in the "motivated strategies for learning questionnaire (MSLQ)" was used to test students' learning motivation. SPSS 27.0 was used for statistical analysis. Spearman correlation coefficient was used to describe the correlation between learning motivation and academic performance. Non-parametric Mann-Whitney U test was adopted to compare differences between students with different characteristics. Results:①There were strong positive correlations between learning beliefs, self-efficacy, goal orientation, and task value pairwise; ②self-efficacy and goal orientation were found to have significant positive correlations with academic achievement; ③the differences in self-efficacy and learning goals between high-achieving and low-achieving groups were statistically significant; ④there was no statistical difference in learning motivation between different gender groups.Conclusion:Under the background of online learning, self-efficacy should be strengthened for English learning, making learning goals that focus on deep learning and improving the value of learning tasks and learning beliefs.