Abstract

Background and Aim: Second language motivation is central to learners’ English learning attitudes, effort, and persistence. Dörnyei’s L2 Motivational Self System offers a useful framework for examining how the Ideal L2 Self, Ought-to L2 Self, and English Learning Experience shape learners’ motivation. This study aims to assess English learning motivation among Chinese college students by identifying the relative strength of motivational dimensions and examining differences and relationships among key motivational variables. Methods: This quantitative study used questionnaire data collected from 63 undergraduate students at a public university in northern China. The questionnaire was administered online through Wen Juan Xing in June 2023 and included 39 six-point Likert-scale items and two background questions. The sample included 10 male and 53 female students, with 29 English majors and 34 non-English majors. Data were analyzed using SPSS 26.0. Reliability analysis, descriptive statistics, independent-samples t-tests, and correlation analysis were conducted. Research Findings: (1) Students reported a relatively high level of English learning motivation and low English learning anxiety. (2) English Learning Experience was the most prominent motivational component.Major motivational scales showed significant positive correlations. (3) Female students and English majors showed stronger motivation than male students and non-English majors. Implications: The findings suggest that improving classroom learning experiences, strengthening positive attitudes toward English, and creating supportive learning environments may enhance Chinese college students’ English learning motivation.

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