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职业院校学生英语学习动机和学习成效相关性研究.docx

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职业院校学生英语学习动机和学习成效相关性研究 Title:TheCorrelationbetweenMotivationandAcademicPerformanceinEnglishLearningofVocationalCollegeStudents Abstract:ThisstudyaimstoinvestigatethecorrelationbetweenmotivationandacademicperformanceinEnglishlearningamongvocationalcollegestudents.Throughaquestionnairesurveyandstatisticalanalysis,theresearchfindingssuggestthatmotivationispositivelycorrelatedwithacademicperformanceinEnglishlearning.Amongthemotivationfactors,instrumentalmotivationandintegrativemotivationhaveasignificantpositiveinfluenceonacademicperformance,whilepersonalmotivationhasarelativelyweakimpact.Therefore,instructorsshoulddesignappropriateteachingstrategiesandactivitiestoenhancestudents’motivationandimprovetheiracademicperformanceinEnglishlearning. Keywords:motivation,academicperformance,vocationalcollegestudents,Englishlearning,teachingstrategies Introduction Englishhasbecomeagloballanguageandanessentialtoolforcommunicationinvariousfields,includingbusiness,education,andculture.Consequently,thedemandforEnglishproficiencyhasincreasedsignificantly,especiallyamongvocationalcollegestudentswhoseekemploymentininternationalcompaniesorpursuefurthereducationabroad.However,Englishlearninginvocationalcollegesoftenfacesseveralchallenges,suchaslimitedresources,inadequateteachingmethods,andinsufficientmotivationamongstudents(Zhou,2020).Therefore,investigatingtherelationshipbetweenstudents’motivationandacademicperformanceinEnglishlearningiscrucialforoptimizingteachingstrategiesandachievingbetterlearningoutcomes. LiteratureReview Motivationisavitalfactorthatinfluencesstudents’attitudes,behaviors,andoutcomesinEnglishlearning(Vallerand&Patton,2017).Motivationcanbeclassifiedintothreetypes:instrumentalmotivation,personalmotivation,andintegrativemotivation.InstrumentalmotivationreferstothedesiretolearnEnglishforpracticalpurposes,suchasjobprospectsoracademicrequirements.PersonalmotivationreferstotheinnateinterestandenjoymentoflearningEnglish,whileintegrativemotivationreferstothedesiretoidentifywitha