Document Type : Original Article


Marketing Trading Centre


Existing literature indicates that motivation is the most powerful determining factor that influences the rate and success of second language learning (Jiang, 2016; Kramsch & Yin, 2018; Li & Edwards, 2017; Liu, Lin, & Wiley, 2016; Liu, 2016). Currently, there is a growing body of empirical research indicating the changes in second language learning motivation in different grades at the same or different schools (Chambers, 1999; Kim, 2011, 2012a, b; Lamb, 2007; Williams, Burden, & Lanvers, 2002). The findings of previous studies have mostly shown that student second language learning motivation increases with increasing grade levels. Do¨rnyei (2000) suggested that concentrating on the time dimension of second language motivation is crucial for comprehending the second language motivation of students. However, the temporal variations of second language motivation, particularly motivational changes at different Chinese junior high school grades, have not been sufficiently emphasized by second language motivation researchers, therefore, this quantitative research investigated the changes in Chinese junior high school students’ English learning motivation from Grade 7 to Grade 9. An English learning motivation questionnaire was used and administered to 3000 students from Grades 7 to 9 in public junior high schools across Mainland China, and employed the reliability analysis and analysis of variance to analyze quantitative data. The statistical results revealed that Grade 9 students ranked highest in English learning motivation, followed by Grade 8 and Grade 7 students. Furthermore, the high school entrance exams had a positive impact on Grade 9 students' motivation to learn English.