Factors influencing English as a lingua franca communication: A case of an international university in China

Abstract

English as a lingua franca (ELF) communication has gained growing attention in globalized higher education (HE), as it reflects the pluralistic nature of English in international universities. However, diverse factors influencing ELF communication in HE have been less thoroughly investigated. To address this gap in the literature, this study examined the sequential relationships between second language (L2) students' perceptions (intrinsic and extrinsic L2 motivation, acceptance of local and other English varieties, and native English speaker ideology) and ELF communication intention. Survey data collected from 172 university students at the international university in China showed that extrinsic motivation had the highest mean scores, followed by native English speaker ideology and the acceptance of other English varieties. Hierarchical multiple regression analysis indicated that the acceptance of local and other English varieties were influential predictors of ELF communication intention. English-major students displayed a higher level of intrinsic motivation and NES ideology while non-English-major students demonstrated more positive perceptions of their local English. The findings suggest that ELF-based EMI education should consider students’ L2 motivation in international contexts and English varieties awareness to engage them in ELF communication on multilingual campus.