JOURNAL REVIEW: Motivators That Do Not Motivate

Chen, Judy F., Warden, Clyde A. & Chang, H. (2005). Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation. TESOL QUARTERLY Vol. 39, No. 4, December 2005 p609-633

In this research, Chen, Warden, and Chang investigate the English learning motivation in Chinese cultural setting, especially in Taiwan. First of all, they explain the condition of English learning in Asia that is still similarly adopted from the western. Then, the theory of motivation orientation in EFL is mentioned, including three phases of process model (preactional, actional, and postactional phase) and two main questions to be discussed in the research study: how far motivation orientation affects self-evaluated skill and how expectancy relates them. Moreover, they also explain the method used in the research, which is by a survey including 567 valid respondents answering questions via the Web. In this section, they also explain the variables of each phase and how they analyze the data by using SEM (structural equation model). Based on the research findings, they find that the required orientation has the biggest influence to the learning process of the respondents. It is because in Chinese culture, the need to have good mark at exam is absolutely important, not only for the participant him/herself, but also to the clan. It can be concluded that the context of culture affects the motivation orientation and furthermore, their need in social life. Finally, they explain the significance of the study to the ELT in Chinese context.