June 2007
Volume 11, Number 1

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The Interrelatedness of Affective Factors in EFL Learning: An Examination of Motivational Patterns in Relation to Anxiety in China

Ming Wei
Oklahoma State University


This study examines the motivational pattern in relation to the anxiety of Chinese learners of English. Based on a survey consisting of an anxiety questionnaire and a motivation questionnaire, the findings revealed an unbalanced pattern of two types of motivation clusters that resembled the integrative-instrumental duality, with the level of instrumental motivation significantly higher than that of integrative motivation. Although anxiety and motivation overall were not significantly correlated, integrative motivation was found to be a predictor of low anxiety. The school requirement was the only motivation for English learning that was significantly positively correlated with anxiety. This study suggests a context-specific approach to understanding the interrelatedness of affective factors in English learning; it provides implications for policy making in EFL settings like China where learners have limited exposure to the target language instruction is examination oriented and English is mostly emphasized as a tool for attaining instrumental goals.

Keywords: EFL, ESL, China, beliefs, pedagogy, motivation

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