This study, unique in its use of the English Learning Motivation Scale and the Foreign Language Classroom Anxiety Scale, delves into the English learning motivation of 7th-grade students in a rural junior high school in northern Jiangsu, China. Two classes with varying achievement levels participated, comprising 99 students (Class A: n = 50; Class B: n = 49). They completed the English Learning Motivation Scale, a comprehensive tool designed to measure various aspects of motivation, including intrinsic interest, extrinsic goals, attitudes toward learning English, and perceived self-efficacy. Additionally, the Foreign Language Classroom Anxiety Scale (FLCAS) was utilized to assess students' communication apprehension, fear of negative evaluation, and test anxiety. The study was conducted in Spring 2024. The results reveal significant differences in motivation and anxiety between the two classes. Class A, characterized by higher achievement levels, exhibited higher levels of anxiety (mean FLCAS score = 79.5) and moderate motivation (mean motivation score = 65.2). In contrast, Class B, with lower academic performance, reported lower anxiety levels (mean FLCAS score = 62.3) but higher motivation (mean motivation score = 74.8). The most significant finding is the statistically significant negative relationship between motivation and anxiety (r = -0.56, p < 0.01), underscoring the importance of addressing anxiety in educational interventions. Furthermore, multiple regression analysis shows that anxiety accounted for 31% of the variance in motivation scores (R² = 0.31). This research significantly contributes to understanding rural students' language learning motivations in China. It also provides valuable insights for designing targeted educational interventions.

Authors:
Cheng Hsu, Jiangsu Normal University, China

About the Presenter(s)
Dr Cheng Hsu is a University Assistant Professor/Lecturer at Jiangsu Normal University in China

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