Study on the English Learning Motivation of Non-English Major Students

Abstract

This study explores the connection between non-English major college students’ overall motivation for learning English and their language proficiency using the theory of learning motivation as its theoretical framework and the quantitative analytic approach. The author conducted a survey on the motivation why non-English major students choose to learn English. At last, 516 valid responses’ questionnaires were collected. The survey findings of the table were examined using SPSS24.0 data statistical analysis program. The description of quantitative analysis, included testing for consistency and validity, statistics, inferential statistics, and linear regression analysis. According to the study, SC, CT, AP, AC, and IT have a considerable positive impact on LA. It is obvious that teachers should focus on building students’ learning motivation during the foreign language teaching process in order to successfully stimulate the improvement of students’ English performance.Students who are not English majors are moderately motivated to study English. Despite the fact that the majority of students have some enthusiasm in learning English, there are a number of factors that affect their progress. On the five learning motivations, SC and CT have a big effect. The degree to which non-English majors are motivated to study English varies greatly. In terms of intrinsic motivation and performance motivation, there are overall noticeable differences between high and low level learners, but no other learning motives are significantly different. High-level students frequently achieve higher AP and IT results, while low-level students frequently achieve high SC and CT scores.