The Effects Of EFL Classroom Learning Motivation On Learning Behavior

This study is an exploration of the effects of internal and external factors of classroom language learning motivation on the learning behavior of Chinese EFL learners. On the basis of the theories and the empirical studies in the fields of education and second language acquisition, the researcher constructed a theoretical framework for the present study from the perspective of social constructivism. It is assumed that the internal factors of EFL classroom learning motivation have direct and/or indirect effects on students' learning behavior, that external factors of EFL classroom learning motivation also have direct and/or indirect effects on students' learning behavior and that internal and external factors interact with each other to exert influence on learning behavior.To test these hypotheses, the researcher developed a questionnaire of EFL classroom learning motivation based on the review of literature. The questionnaire was revised repetitively. Altogether 1260 students were involved in the four stages of the development of the questionnaire. Therefore the reliability and validity of the questionnaire are guaranteed. The finalized version of the questionnaire contained 153 items concerning the internal and external factors of EFL classroom learning motivation and learning behavior. The study was conducted mainly through questionnaire survey, complemented with data collected via answers to an open-ended question, a retrospective description of an English class, and an interview for triangulating the data.One thousand one hundred and forty second-year English majors and non-English majors from seven universities in Shandong Province participated in the final questionnaire survey. On the basis of the data collected, a causal model, which outlines the relationship between the internal and external factors of motivation in EFL classrooms and learning behavior, was constructed. The overall model confirmed the theoretical framework, indicating that both internal and external factors account for students' learning behavior. Firstly, internal factors have effects on learning behavior. Specifically, self-efficacy, interest, attitude, expectancy value, social goals and attribution of success have positive direct effects on learning behavior, while proximal goals, attribution of failure, and anxiety have negative direct effects, and the factor of distal goals has no direct effect. Besides, interest, expectancy-value, self-efficacy, attitude, and distal goals also have indirect effects on learning behavior. Interest has the greatest total effect, followed by self-efficacy, attitude, social goals, expectancy value, attribution of success, proximal goals, attribution of failure, and anxiety. Secondly, all the external factors are found to have direct effects on learning behavior. Meanwhile, owing to the mediation of other factors, the teachers' role, task value, classroom structure, important others, and resources are also found to have indirect effects on learning behavior. The role of teachers, task value, and classroom structure have greater total effects on students' learning behavior, followed by resources, important others, group dynamics, and feedback. Thirdly, internal factors and external factors interact with each other to influence learning behavior. In addition, the data collected via the description and the interview also provide support for the survey findings.Comparisons were also made through independent samples t-tests to explore similarities and differences of EFL classroom learning motivation and learning behavior between different groups of students in terms of gender, major, and self-evaluation. Results indicate that the questionnaire developed for the present study can help discriminate different types of students. Significant differences have been found between male and female students, English majors and non-English majors, and successful and less successful students. First, no significant differences have been found between male and female students on distal goals, self-efficacy, anxiety, and attribution of failure. Of the variables with significant differences, except on proximal goals, female students score higher than male students, suggesting that they are more motivated, value contextual factors more highly, and engage in learning activities more willingly. A comparison of path models between male and female students indicates that differences also exist. In the model of the effects of internal factors on learning behavior, neither proximal goals nor distal goals have any direct effects on the learning behavior of male students, whereas for female students no paths are found from attitude to anxiety and from attribution of failure to anxiety. In the model of the effects of external factors on learning behavior, female students exhibit three differences in paths, i.e. there are no paths linking important others to feedback, task value to group dynamics, and resources to task value. Second, no significant differences have been found on attribution of failure and feedback between English majors and non-English majors. Of the variables with significant differences English majors score higher on all the variables except on proximal goals and anxiety, two variables which are found to have negative effects on learning behavior. The results indicate that English majors are more motivated and more engaged in learning English. Third, between successful and less successful students, distal goals, important others, and feedback do not exhibit significant differences. Of all the variables that have significant differences, successful students score higher than less successful students except on proximal goals and anxiety, suggesting that successful students have stronger motivation and are more involved in learning English.The findings of the present study, on one hand, are basically consistent with the findings in the previous study of second/foreign language learning motivation, and on the other, confirm the assumptions of the theoretical framework constructed for the present study.The study has significant implications for both motivational theory construction and foreign language teaching practice. It suggests that motivational study should take into account specific situation, i.e. classroom context in the present study to aid a comprehensive understanding of the nature of motivation. Pedagogically, the study can help teachers have a better and more comprehensive understanding of the nature of motivation in classrooms. And by using the questionnaire of EFL classroom learning motivation developed for the present study, teachers can diagnose the motivational levels of their students in the classroom, and accordingly adjust their instruction to help inspire and maintain students' motivation in learning English.Owing to the complex and multi-faceted nature of motivation, the factors explored in the present study, whether internal or external, are not enough for us to thoroughly understand this construct in classroom context. Therefore, efforts are still needed to promote further research in order to enrich our knowledge of EFL classroom learning motivation.