Gauging and Linking Intercultural Competence and English Learning Motivation of Non-English Majors in Selected HEIs in China

Abstract

This quantitative study determined whether students' intercultural competence predicts their English learning motivation significantly. The study was conducted in selected schools in Guangdong, China, and involved a sample of 372 non-English majors currently enrolled in a college English course. A survey was used to assess their level of intercultural competence in terms of intercultural knowledge, attitude, skills, and awareness. The survey also gathered data on students' English learning motivation, measured by intrinsic and extrinsic learning motivation. Data analysis revealed that students recognize the importance of intercultural competence and generally exhibit a good level of competence, especially regarding intercultural attitudes. Regarding their English learning motivation, they demonstrated strong motivation. However, it should be noted that both their intercultural competence and English learning motivation have room for further improvement. The study also indicated that intercultural competence significantly predicts the respondents' continuing professional development. The study's findings have implications for enhancing English learning motivation in schools. They highlight the importance of strengthening students' intercultural competence to motivate them to learn English. Given the predictive role of intercultural competence, its development and targeted cultivation strategies are essential to increase its effectiveness further.