In this paper we report the results of an investigation into the levels of motivation related to English learning among Chinese senior high school students based on the L2 Motivational Self System (L2MSS). The study also investigates the factors that affect the motivation of Chinese students to learn English during the course of their senior high school studies. In this mixed-methods study we applied questionnaires and semi-structured interviews to acquire our data. A total of 934 high school students responded to the questionnaire and seven students were interviewed. According to the results, there was a moderate level of L2MSS among the senior high school students. The level of their L2 learning experience ranked highest among the three dimensions, followed by the level of their ideal L2 self and the level of their ought-to L2 self. Additionally, the results indicated that the students’ ideal L2 self was shaped by their educational level, their attitudes towards English as an instructional language, and their cultural background. The students’ psychological and mental development also had an influence on their construction of their ideal L2 self. The parents’ expectations and school requirements as well as China’s educational environment all had an effect on their ought-to L2 selves. It was also found that the students’ L2 learning experience was mainly impacted by their teacher’s teaching approaches and the classroom atmosphere.

One of the problems of English learning in Indonesia is the low effectiveness of formal instruction in secondary schools. This study investigates how an extracurricular program (namely English Camp) conducted by an Islamic State School based in a rural area in Riau province, Indonesia, was managed to enhance their students' English proficiency. We collected our qualitative study's data through a semi-structured interview with the English Camp initiator and analysis of a webinar conducted by the Ministry of Religious Affairs of the Republic of Indonesia and recorded on YouTube. We analyzed our data inductively and thematically to recognize major themes that will later enable us to answer our research questions. We found that the English Camp had comprehensive course contents covering the four English skills. In terms of learning methods, it applied some 'out of the box' strategies that are inspired by a contextual approach to learning. The school decided to go beyond the normal mainstream national curriculum practiced in such a state Islamic high school. Among the featured programs of the English Camp are taking the pledge (collective commitment) for English use, English Zone, weekly roleplay performances, and public speaking exams with university lecturers. Based on our findings, we suggest that other schools study the school's breakthroughs, especially with their "out of the box" and contextual programs to help students develop their English skills.

Motivation research in foreign language learning is booming, and self-determination theory (SDT) has attracted wide attention. This study used mixed methods with 410 Chinese senior high school students as participants. The study aimed to answer the following three main questions: (1) What are the levels of Chinese senior high school students’ English learning motivation (ELM)? (2) Do the students’ ELM levels differ by gender? (3) What are the influencing factors of the students’ ELM? The following conclusions were drawn from the data analysis. First, the participants had a median level of ELM. Second, their ELM was more inclined towards self-determination. Third, girls’ levels of intrinsic regulation and identified regulation were significantly higher than those of boys. Fourth, anxiety and negative peer influence were two factors that contributed to a decline the students’ ELM. Cooperative learning and teacher support could improve students’ intrinsic learning motivation. The satisfaction of these three basic psychological needs promoted the internalization of external motivation. Based on the above findings, we offer the three following insights: it is crucial to maintain students’ autonomous ELM level; it is imperative to create a relaxed and positive classroom atmosphere; and teachers should try to meet students’ basic psychological needs.

This study delves into understanding the determinants of grit in English learning among Vietnamese students, highlighting both external and internal factors. Utilizing qualitative interviews, the research engaged with a cohort of 15 students, aiming to unearth the intricate interplay of influences that bolster their commitment and persistence in English studies. External factors emerged prominently, with teacher influence playing a significant role. Teachers’ motivational techniques, personalized feedback, and the establishment of a nurturing learning environment were underscored as pivotal in shaping students’ determination. On the internal facet, personal goals and aspirations, self-efficacy, intrinsic curiosity for the language, adaptive learning strategies, peer comparisons, and reflective self-assessment were identified as central elements. Insights from Constructivism and Socio-Cultural Theory were instrumental in interpreting the findings, revealing how individual experiences intersect with broader societal and cultural narratives. The study uncovered that while personal motivations and aspirations drive the students, they are simultaneously influenced by societal values, especially in the Vietnamese context, where education is deeply revered. This research contributes to the growing body of knowledge on grit in educational settings, shedding light on the unique cultural and individual determinants in the context of Vietnamese students learning English.

Mindset theories have been applied to study motivation in various domains, with researchers talking about different mindsets in diverse academic domains. The domain specificity of mindsets has led second language researchers to suggest distinct mindsets concerning language ability and learning outcomes. While there is no lack of research on the application of mindset theories, a systematic synthesis of the literature on mindset theories focusing on the language education domain has remained relatively unexplored. The literature in this study was identified by conducting keyword searches in Scopus and EBSCOhost research databases using a combination of the following terms: “mindset theories”, “English as a foreign language”, “English as a second language”, and “teacher training”. The search results were limited to research articles published in English-medium refereed journals from 2013 to 2023. We scrutinized the titles and abstracts of 128 articles in the initial round of screening and did a second round of close reading for relevance to the synthesis focus. This chapter synthesizes 40 research papers on the application of mindset theories in the domain of language teaching and learning, including 1) studies on language skills such as writing, 2) studies related to language teachers’ role and teacher training, and 3) theoretical and practical applications of mindset theories. The conclusions drawn will be used to recommend future directions in research and practice. The chapter will contribute to the field of mindset theories in language education in terms of research and practice for educators and researchers.

Motivation is one of the most critical prerequisites contributing to English as a Foreign Language (EFL) students’ academic success. Nonetheless, the connection between students’ motivation and academic low achievement remains underexplored in Vietnam. This study, therefore, drawing from Deci and Ryan’s Self-determination Theory, endeavored to bridge this gap by exploring factors affecting low-achieving high school EFL students’ motivation in learning English, which in turn shaped their academic outcomes. The study adopted a cross-sectional qualitative case study design and conducted semi-structured interviews with four purposefully selected participants. Qualitative data were analyzed via convergent cross-case thematic analysis. Findings revealed that participants’ motivation in learning English was dramatically affected by external and internal factors. External factors included institution-related, family-related, teacher-related, peer-related, and socioculture-related influences. Internal factors encompassed intrinsic motivation in learning English, personal interests in learning English, and self-regulated learning competence. Critically, external factors were perceived to be more influential on their motivation in learning English than internal factors. Subsequently, some pedagogical implications were introduced to relevant stakeholders to enhance teaching practices and foster English learning motivation among this student population.

Bangladeshi migrant workers make up a large part of the Gulf labor force, yet face significant English language barriers affecting workplace safety and economic outcomes. This systematic review synthesizes existing evidence on English language learning motivation, barriers, and workplace communication needs among this population in the Gulf Cooperation Council countries. Following PRISMA 2020 guidelines, we searched academic databases and gray literature (2010-2024), using the Newcastle-Ottawa Scale and the AACODS checklist for quality assessment. Narrative synthesis used the Self-Determination Theory and Workplace Learning Theory frameworks. From 892 initial records, 35 studies were included (18 peer-reviewed articles, 9 government reports, 8 organizational studies). Economic survival emerged as the primary motivation, with 52% of workers identifying language barriers as significant obstacles to workplace success and economic advancement. Systematic barriers included time limits of 10-12 hours per workday, financial difficulties, and inadequate pre-departure training, which consisted of only three days of language instruction. Safety-critical communication dominated across sectors, with construction workers requiring hazard vocabulary and service employees needing customer interaction skills. Evidence-based educational interventions should focus on sector-specific survival English programs, mobile learning solutions addressing documented time limits, and employer incentive systems to support systematic language development. Enhanced pre-departure training and bilateral labor agreements that incorporate comprehensive language provisions are essential for improving worker outcomes and enhancing workplace safety. 

With increasing scholarly attention to the role of emotions in language learning, boredom, a prevalent yet often overlooked negative emotion in educational settings, has emerged as a significant research focus. Understanding boredom in language learning is crucial because it directly impacts students' motivation, engagement, and long-term achievement. Given that, this study investigates the level of English learning boredom (ELB) among Chinese high school students, examining potential differences across genders and grades. Using a mixed-methods approach, the research collected quantitative data through a questionnaire survey of 748 high school students in Northeast China, supplemented by qualitative insights from semi-structured interviews with 5 students. The findings revealed that students generally exhibited a low level of English learning boredom, meaning they rarely felt disinterested or bored in class. No statistically significant differences were observed between genders or across grade levels. Our interview results added further nuance to the quantitative findings.  Future research could expand the sample scope to include diverse geographical and socio-economic backgrounds and employ longitudinal approaches to track boredom dynamics over time. The study contributes to the growing body of literature on emotions in language learning and offers practical implications for educators seeking to reduce boredom and enhance student engagement in English classrooms.