A STUDY OF ENGLISH LANGUAGE LEARNING MOTIVATION OF CHINESE STUDENTS IN GLOBAL BUSINESS ENGLISH PROGRAM AT NORTH BANGKOK UNIVERSITY
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Abstract
The purpose of this research that 1) to study the level of motivation in learning English among Chinese students 2) to compare the levels of motivation in learning English categorized by personal factors, academic achievement, and prior English learning experience, and 3) to study the factors influencing motivation in learning English among Chinese students enrolled in the International Business English Program at North Bangkok University. The research uses a quantitative research design, with a sample of 40 Chinese undergraduate students selected through purposive sampling. Data were collected using a questionnaire. The statistical methods used in data analysis include frequency, mean, standard deviation, t-test, analysis of variance (ANOVA), and multiple regression analysis. The results of the study indicate that 1) instrumental motivation is the factor with the highest mean affecting English learning among students 2) personal factors, such as gender and academic achievement, have a significantly higher motivation than other personal factors, and students who have had experience learning with native speakers have significantly higher motivation, and 3) instrumental motivation, support from family and friends, and self-confidence influence motivation in learning English among Chinese students in the International Business English Program at North Bangkok University
This research found that the overall motivation level was moderately high, with instrumental motivation being the highest, followed by integrative motivation, support from family and peers, self-efficacy, and past learning experience. Female students demonstrated significantly higher motivation levels than male students (p < .05). Students with higher academic achievement and those who had experience learning with native speakers exhibited significantly higher motivation. Three factors were found to significantly predict motivation: instrumental motivation, support from family and peers, and self-efficacy. These variables collectively explained 58.3% of the variance in English learning motivation. This research can be applied to the development of instructional strategies, academic advising, and curriculum design to enhance English learning motivation among Chinese students in Thai higher education institutions.
Keywords: English learning motivation, Chinese students, self-efficacy, social suppo
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