Abstract
This study examines the relationship between L2 motivation and motivational learning behaviors among college students enrolled in an English for Medicine course at a university in Zhejiang, China. It aims to help language teachers gain a deeper understanding of the relationship among constructs in the L2 Motivational Self System and how constructs like the Ideal L2 Self, Ought-to L2 Self, and Second Language Learning Experience influence students’ motivational learning behaviors using the L2 Motivational Self System framework. Eighty medical students were included as a sample, and a structured questionnaire was used to gather the quantitative data. Through a quantitative analysis, it is found that the students’ motivational learning behaviors are significantly predicted by both L2 motivation and Second Language Learning Experience, with a moderate influence from the Ideal L2 Self. Additionally, the Ought-to L2 Self had less impact on the students’ learning behaviors. The findings show that fostering intrinsic motivation and providing a supportive learning environment is necessary to improve students’ engagement and effort in English for medicine courses.
Published Version
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