Motivation and International Posture among College Students in China

Abstract

This study investigates the relationship between motivation and International Posture among Chinese college students learning English. Examining the Ideal Self, Ought-to Self, Learning Experience, and four aspects of International Posture, the research reveals distinct patterns. Students display stronger motivation when aligned with their ideal language self but are less motivated by external pressures and classroom experience. While showing moderate interest in international activities, they express less enthusiasm for inter-group interactions. Notably, a significant and positive correlation exists between motivation and international posture. These findings emphasize the need to cultivate intrinsic motivation and enhance international engagement within language education, empowering students for effective global communication.