Differences in the motivation of Chinese learners of English in a foreign and second language context

The present study investigated differences in the motivation of Chinese learners of English in a foreign and second language context. The participants consisted of 132 Chinese learners of English in China (English as a foreign language learners – EFL learners) and 122 Chinese learners of English in New Zealand (English as a second language learners – ESL learners). The motivation of 254 learners was measured by means of a self-report questionnaire based on Dörnyei, 2005 and Dörnyei, 2009 L2 Motivational Self System theory. The results showed that there were notable differences in the motivation between Chinese EFL and ESL learners. The ESL learners expended or intended to expend more effort in learning English, developed stronger idealized self images as competent users of English, and had more favourable attitudes toward learning English than the EFL learners. However, the EFL learners had a higher level of preventional instrumentality than the ESL learners. In the case of these Chinese learners, English learning experience and promotional instrumentality were two important factors in determining their motivated learning behaviour.