Zhang, Q.-M., & Kim, T.-Y. (2013). Cross-grade analysis of Chinese students’ English learning
motivation: a mixed-methods study. Asia Pacific Education Review, 14(4), 615-627.
Abstract This mixed-methods study investigated the changes in Chinese students’ motivation to learn English
from elementary to high school and explored the reasons for these changes at different school levels. A motivational
questionnaire was designed and administered to 3,777 elementary, junior high, and high school students, and followup
interviews were then conducted with nine students in order to investigate their perceptions of their motivations.
Seven subcomponents of motivation were identified. The statistical results revealed that junior high school students
had the highest learning motivation, followed by those in elementary school and those in high school. The interview
data indicated that parents’ positive influence on students’ English learning motivation was greater for junior high
school students compared to elementary and high school students. Furthermore, the pressure of the college entrance
examination had a negative influence on high school students’ motivation to learn English. Based on the findings of
this study, suggestions for further research are provided.
Keywords Motivational changes, School levels, Parental influence, Pressure of the college entrance examination
장천매김태영(2013) APER.pdf