International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 10
Available Online: 30 July 2024
Author/s:
Wang, Xiaohui
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
As China’s economic globalization and international cooperation continue to deepen, mastering English has become a key skill to achieve personal and national development. However, despite significant progress in English learning in China, many Chinese EFL undergraduates still face challenges in terms of English language motivation, cultural identity and intercultural sensitivity. Understanding these issues is essential to enhance their English learning experiences and outcomes. The study aimed to explore the relationships between English language motivation, cultural identity and intercultural sensitivity and provide insights into improving English language education for Chinese EFL undergraduates. The research adopted a descriptive method involving a total of 400 English majors and non-English majors at all levels as participants who filled out a designed questionnaire. The findings revealed that the respondents agree with English language motivation with “going abroad” being the strongest motivational factor. Regarding cultural identity, respondents generally agree with most indicators with “values” and “cultural behavior” being the most influential, indicating a relatively strong English cultural identity. Furthermore, students strongly agree on intercultural sensitivity with “respect for cultural difference” being the highest. In addition, there was a highly significant correlation among these three variables. However, Chinese EFL learners still face unique challenges, including low individual development motivation, weak language identity, and limited intercultural sensitivity, particularly in open-mindedness. Therefore, an English language enhancement program was proposed to help Chinese EFL undergraduates improve and adjust their English language motivation as well as cultivate and strengthen their cultural identity and intercultural sensitivity.
Keywords: English language motivation, cultural identity, sensitivity, Chinese EFL undergraduates
DOI: https://doi.org/10.5861/ijrse.2024.24714
Cite this article:
Wang, X. (2024). English language motivation, cultural identity and sensitivity among Chinese EFL undergraduates. International Journal of Research Studies in Education, 13(10), 155-170. https://doi.org/10.5861/ijrse.2024.24714