Learning Motivation and Attitude towards Learning Thai as a Third Language of Chinese Students at a Thai Private University

  • Jie Tong Suryadhep Teachers College, Rangsit University, Thailand
  • Anchalee Chayanuvat
Keywords: Learning motivation, Learning attitude, Motivational factors, Learning Thai, Third language, Chinese students


With the prevalence of multilingualism, research on learning motivation for learning a third language cannot be ignored (Siemund, 2022). In particular, the research on the motivation of learning LCTLs as a third language is particularly important (Hennebry, 2022). This study adapted "Attitude/Motivation Test Battery" (AMTB) designed by Gardner (1985) with a sample group of 82 Chinese students from a population of and then with purposive sampling technique selected 8 highly motivated students to do the structured interview to explore the motivation and attitudes of Chinese students learning Thai as a third language at a private Thai university. The study found that there were two types of motivation for Chinese students to learn Thai, integrative orientation and instrumental orientation. However, Chinese students in this group had integrative motivated to learn Thai, while the instrumental orientation was the initial motivation. In addition, external motivational factors such as language environment, teacher's professionalism and learning atmosphere, and the Internet, as well as internal motivational factors such as learning interest and learning strategies, all affected students' Thai language learning motivation. The study found that Chinese students had a positive attitude towards learning Thai, from the affective, behavioral or cognitive aspects. Therefore, more attention should be paid to developing integrative motivation from instrumental motivation found at the beginning.