Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation

TLDR

Language learning motivation is crucial for research and teaching, yet most studies are framed by North American and European cultural values, and this work situates its findings within Chinese cultural and educational history, proposing the Chinese Imperative as a motivator. This research explored language learning motivation constructs in a Chinese cultural setting, where large numbers of students are required to study English. The study surveyed 567 Taiwanese language learners on motivation orientation, expectancy, and self‑evaluated skill, then applied factor analysis and structural equation modeling to examine relationships within the process model. The analysis revealed that expectancy mediates between motivation orientations and self‑evaluated skill, with required motivation exerting the strongest influence while integrative motivation had no significant effect, underscoring the need to rethink motivation constructs in non‑Western contexts and informing teaching practice.

Abstract

Language learning motivation plays an important role in both research and teaching, yet language learners are still largely understood in terms of North American and European cultural values. This research explored language learning motivation constructs in a Chinese cultural setting, where large numbers of students are required to study English. In Taiwan, 567 language learners responded to a survey concerning motivation orientation, expectancy, and self-evaluated skill. Factor analysis and structural equation modeling were used to explore potential relationships within the framework of the process model. Expectancy was found to be an intervening construct between motivation orientations and self-evaluated skill. The strongest link to expectancy was the required motivation, with the integrative motivation playing no significant role. The context of these findings is discussed in relation to Chinese cultural and educational history and a proposed motivator— the Chinese Imperative. Implications for teaching practice are explained, including the need to reconsider motivation constructs within nonWestern cultural settings.