Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students' Second Language Learning
Sustainability
; 14(16):9918, 2022.
Article
in English
| MDPI | ID: covidwho-1987945
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.
Full text:
Available
Collection:
Databases of international organizations
Database:
MDPI
Type of study:
Experimental Studies
Language:
English
Journal:
Sustainability
Year:
2022
Document Type:
Article
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