Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

Liu, Liangxing

doi:10.5539/elt.v9n4p92

Cited by 8 publications

(6 citation statements)

References 18 publications

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“…Thus, the general English is no longer sufficient to facilitate students to improve their English competency. General English is a type of English subject that is taught to get general knowledge applicable in all fields (Liu, 2016). The increase of competency for workplace also increase the demand of English specified for certain field.…”

Section: Introductionmentioning

confidence: 99%

Esp Issue in Indonesian Tertiary Context: What Students Need in Learning English

Gestanti

Nimasari

Mufanti

2019

pijtel

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This study aims to analyze students' English needs in an ESP course. English for specific purposes has become a significant aspect in the learning process in Indonesian tertiary context. The significant of occupation requirement globally and the emergence of mastering certain skills for certain jobs drives the need of English for specific area. Referring to this concern, General English is considered no longer suitable and it should be specified into several subjects based on certain purposes. In this case, ESP gives chances for students and teacher to define the target or the outcomes based on their purposes by considering their needs. Thus, conducting need analysis is the first, most significant part to be conducted in ESP course. Conducted in a private university in Indonesia, this study employed descriptive qualitative approach that used questionnaire and focus group discussion to collect the data. This study is a representation of

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Section: Introductionmentioning

confidence: 99%

Esp Issue in Indonesian Tertiary Context: What Students Need in Learning English

Gestanti

Nimasari

Mufanti

2019

pijtel

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“…The cumulative GPA and the completion of educational benchmarks thus represent academic achievement. Motivation is widely viewed as an important factor in learning achievement (Dörnyei and Ryan, 2015;Elliot and Dweck, 2005;Ersanli, 2015;Liu, 2016;Liu et al, 2016;Martinez et al, 2016). Research results (Bandalos, Gwske, and Finney, 2005;Chemers, Hu, and Garcia, 2005;Zohar, 1998) show that completion of the stated goals, fulfillment of tasks, interest in the tasks, and their achievement positively correlate with the GPA.…”

Section: Motivation and Academic Achievementmentioning

confidence: 99%

Motivation to Become an Efl Teacher and Academic Achievement

Kráľová¹,

Tomšík²,

Kovacikova³

et al. 2022

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This paper deals with the motivation for choosing English teaching as a profession. The objective is to determine the impact of motivation on academic achievement by measuring the significance of gender. Teacher trainees (male n = 42; female n = 42; uncategorized n = 3) completed the Scale of Motivation for Choosing a Teaching Profession (SMVUP; Tomsik, 2019a) which measures eleven factors in three types of motivation – intrinsic, extrinsic, and altruistic. The scale is a validated instrument based on the globally used Fit-Choice Scale (Watt and Richardson, 2012) and adjusted to the European educational context. The quantitative analysis did not confirm any type of motivation as a significant predictor of academic achievement. However, gender was revealed as a significant motivational role in choosing TEFL as a profession. Male student teachers reached higher average scores in intrinsic and altruistic motives, compared to female teacher trainees who scored higher in extrinsic motives.

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“…It is reported that Chinese students seem to find it challenging to suspend their beliefs to engage in learning activities and feel uneasy in a more democratic communicative learning environment (Hu, 2002;Jackson & Chen, 2018). Liu (2016) argues that in order to achieve sustained English learning, not only students need to be convinced that ESP (English with reference to specific terminology and skills) is important for them, but also educators require to develop courses that are interesting and enjoyable (Liu, 2016). In addition, researchers have suggested that cultural content should be integrated in the ESP syllabus because it includes what the learners need as current or future professionals to play the role of cultural intermediaries (Aguilar Pé rez, 2018;Kavalir, 2013).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Chinese Students Regarding the Role of Anglophone Cultures in Study Motivation and the Learning of English

Malekigorji¹,

O’Hagan²,

Moore³

2022

LECR

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Language and culture are intricately linked, and it is believed that the success of learning a language is affected by the culture of the language being learned. This study assesses the perceptions of Chinese students studying at an Anglo-Chinese joint college with regards to whether prior or existing knowledge and/or exposure to Anglophone culture(s) had or would improve their learning and if this also had motivated them to study in this joint college. The findings indicate students perceived a direct correlation between understanding Anglophone culture and the learning of English, and that gaining more knowledge about Anglophone cultures would positively affect their learning of English. However, this was not a significant motivation factor to pursue their higher education studies in the college. Most students stated that learning more about Anglophone cultural social interactions and popular culture would improve their English. Our results suggest the formation of a higher education community of practice among more senior students. As students progress through their course, they refer to their experience at university as their main exposure to Anglophone culture. Therefore, further developing students’ exposure to, and knowledge of, Anglophone culture might have a beneficial impact on their English language skills, student experience and prospects.

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Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

Cited by 8 publications

References 18 publications

Esp Issue in Indonesian Tertiary Context: What Students Need in Learning English

Esp Issue in Indonesian Tertiary Context: What Students Need in Learning English

Motivation to Become an Efl Teacher and Academic Achievement

Perceptions of Chinese Students Regarding the Role of Anglophone Cultures in Study Motivation and the Learning of English

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