Exploring Motivated Participation in Spoken English Learning among Tertiary English Majors

Zhen Ma, Chi Li

Abstract

This study investigated the motivated participation in spoken English learning among 148 Chinese tertiary English majors through a questionnaire survey grounded in Dörnyei’s L2 Motivational Self System framework. Descriptive statistics revealed two key dimensions of motivation: 1) the oral motivated self system, where participants demonstrated a high level of Ideal Oral Self, Group, and Peer, alongside a medium level of Ought-to Oral Self, Oral Learning Experience, and Class; and 2) motivated classroom participation, marked by a high level of Group and Peer and a medium level of Class. Independent samples t-tests identified no significant differences across six motivational factors between freshmen-sophomores or sophomores-juniors, but freshmen exhibited significantly stronger Class Environment engagement than juniors, indicating a decline in structured classroom motivation with academic progression. These findings emphasize the centrality of peer collaboration and ideal self-imagery in sustaining motivation while advocating for curriculum reforms to address declining classroom engagement in advanced cohorts. The study provides actionable insights for educators to design peer-driven activities and adaptive pedagogical strategies, ultimately enhancing oral proficiency and overall language competence among English majors.

Keywords

motivated participation; L2 motivational self system; tertiary English majors; Spoken English learning

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References

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DOI: https://doi.org/10.20961/transling.v5i3.111341

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