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ERIC Number: EJ1065002
Record Type: Journal
Publication Date: 2007-Jun
Pages: 23
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: EISSN-1072-4303
The Interrelatedness of Affective Factors in EFL Learning: An Examination of Motivational Patterns in Relation to Anxiety in China
Wei, Ming
TESL-EJ, v11 n1 Jun 2007
This study examines the motivational pattern in relation to the anxiety of Chinese learners of English. Based on a survey consisting of an anxiety questionnaire and a motivation questionnaire, the findings revealed an unbalanced pattern of two types of motivation clusters that resembled the integrative-instrumental duality, with the level of instrumental motivation significantly higher than that of integrative motivation. Although anxiety and motivation overall were not significantly correlated, integrative motivation was found to be a predictor of low anxiety. The school requirement was the only motivation for English learning that was significantly positively correlated with anxiety. This study suggests a context-specific approach to understanding the interrelatedness of affective factors in English learning; it provides implications for policy making in EFL settings like China where learners have limited exposure to the target language instruction is examination oriented and English is mostly emphasized as a tool for attaining instrumental goals.
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; China (Beijing)
Identifiers - Assessments and Surveys: Foreign Language Classroom Anxiety Scale