Abstract
College English classes call for students’ initiative in attending the classroom discussion and negotiation. Learners’ affective factors, especially attitudes and motivations, influence their performance in learning. This paper designed a questionnaire to detect how the learners feel in the actual college English classroom, especially as to the discussion session, and what their motivations are. After the survey, the software SPSS was used to analyze the statistics. Then the tables show the results and suggestions are given in the light of the analysis of the results. Statistics show that students’ participation in the classroom discussion is influenced by some affective factors, and intrinsic motivations have a strong correlation with their learning efficiency.
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