Beliefs About and Motivation for Chinese EFL Learners’ English Language Learning: A Study Drawing on the Theory of Planned Behaviour

Abstract

It is widely seen that research in the mainstream of education drew upon the Theory of Planned Behaviour (TPB) to examine learners’ beliefs about and intentions/motivations to learn a second or foreign language. However, such research in a Global Englishes (GE) context is scant. This study employed an adapted TPB model to explore the beliefs held by English language learners in China concerning GE and English language learning, and to anticipate the relationships between learners’ beliefs and their L2 (second language) motivation. The data was collected using questionnaires with 460 (N = 460) students at a university in China. Exploratory factor analysis and multiple regression analysis were used for data analysis. The results showed that the students’ beliefs formed five dimensions, namely, attitudes toward native English, attitudes toward China English, attitudes toward non-native English, subjective norm and self-efficacy. Two dimensions: attitudes toward native English and subjective norm were found to occupy a prominent place in students’ beliefs. As for their L2 motivation, three dimensions were identified, namely, integrative orientation, instrumental orientation and international posture. The results of regression analysis showed that learners’ L2 motivation were significantly shaped by some of their beliefs. Particularly, learners’ attitudes toward native English had a significant relationship with every dimension of their L2 motivation. And their normative beliefs (subjective norm) were found to have the most significant influence on their L2 motivation, indicating that the social pressure perceived by Chinese students played an important role in their L2 learning. The employment of Ajzen’s TPB model empirically supported to the validity of the theoretical model in examining learners’ beliefs and motivation.