Factors Influencing English Language Learning Motivation among High School Students in Dongying City, Shandong Province, China

Abstract

This research aimed to study 1) the factors influencing English language learning motivation among a population of 380 Chinese high school students in Dongying City, Shandong Province, and 2) to provide recommendations for improving English language teaching and learning, with a duration focusing on one academic year. English, as a global language, plays a vital role in students’ academic and career development, particularly in the context of China's integration into the global economy. The study utilized a mixed-methods approach, surveying 380 students from 16 schools and conducting in-depth interviews with 12 teachers.
The findings reveal that external factors, such as family support, educational institutions, and career aspirations, significantly contribute to students’ motivation. Meanwhile, internal factors, including personal interest, self-confidence, and practical usage of English, also influence students’ motivation. Additionally, this study offers recommendations for educators to foster engaging learning environments and enhance access to resources.
Addressing these factors can help improve English language education and support students’ long-term academic and professional success in an increasingly interconnected world.