The Effect of Chinese EFL Students' Learning Motivation on Learning Outcomes within a Blended Learning Environment

Autor/inn/en	Peng, Renzhong; Fu, Rongrong
Titel	The Effect of Chinese EFL Students' Learning Motivation on Learning Outcomes within a Blended Learning Environment
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 6, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Blended Learning; Second Language Learning; Second Language Instruction; English (Second Language); Learning Motivation; Outcomes of Education; Student Attitudes; Factor Analysis; Correlation; Language Proficiency; Teaching Methods; Goal Orientation; Cultural Awareness; Foreign Countries; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg; Schülerverhalten; Faktorenanalyse; Korrelation; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Zielorientierung; Zielvorstellung; Cultural identity; Kulturelle Identität; Ausland
Abstract	The purpose of this study was to explore the relationship between Chinese English as a foreign language (EFL) students' learning motivation and learning outcomes in a blended learning environment. A questionnaire was administered to 960 EFL students, and 10 of them participated in an interview. Following a series of analyses on the data collected through the questionnaire, consisting of exploratory factor analysis, reliability analysis, descriptive analysis, and correlation analysis, a structural relationship model that integrated learning motivation and learning outcomes was developed and tested. The results reveal that both intrinsic motivation and extrinsic motivation have a positive relationship with learning outcomes within a blended learning environment, both of which are conducive to improving students' English linguistic competence and facilitating their psychological development of English learning. Moreover, intrinsic motivation is more important than extrinsic motivation. In intrinsic motivation, intrinsic interest in English and the intrinsic goal of understanding English culture are the two most important motives. Based on these results, implications and recommendations for future research are provided. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01