An Empirical Study on the Relationship between the Motivations and Achievements of College Students’ English Learning
- DOI
- 10.2991/icssed-19.2019.101How to use a DOI?
- Keywords
- English Learning Achievements, English Learning Motivations, College Students’ English Learning.
- Abstract
This paper explores the correlations between Chinese college students’ English learning achievements (ELA) and their influencing factors, including intrinsic motivation (IM), External motivation (EM), External regulation (ER), and self - perception of competence (SCS)，in a bid to analyze further the differences made by the effects of respondents' individual variables (gender, age, expertise, parents' education and household income on students' ELA. Based on the literature review and questionnaire analysis, the following findings are obtained: 1. The percentage of respondents who passed CET-4 and CET-6 was merely at 59.6% and 29.1% respectively, and TEM-4, TEM-8, 11.7%, 9.2%. Moreover, only 10.8% of respondents take part in IELTS. 2. College students produced a noticeably positive correlation between their ELA and their IM and SCS. 3. The respondents' age and expertise cast a significant impact on their achievements. Therefore, this paper urges teachers, government agencies, and scholars to formulate pedagogy, policies, and research addressing the need for differentiated education based on students' ELA, ELM, and individual variables.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Zhang Lulu AU - Huang Weilun PY - 2019/05 DA - 2019/05 TI - An Empirical Study on the Relationship between the Motivations and Achievements of College Students’ English Learning BT - Proceedings of the 2019 4th International Conference on Social Sciences and Economic Development (ICSSED 2019) PB - Atlantis Press SP - 536 EP - 542 SN - 2352-5398 UR - https://doi.org/10.2991/icssed-19.2019.101 DO - 10.2991/icssed-19.2019.101 ID - Lulu2019/05 ER -