Author(s)

Song Yongfang ¹

Affiliation(s)

¹ School of Foreign Languages, Hubei Business College, Wuhan, China

Corresponding Author

Song Yongfang

ABSTRACT

This study explores the elements that affect the motivation of higher vocational students in learning English. By employing a questionnaire approach and systematic cluster analysis, this study revealed that intrinsic factors are crucial in mastering English, acting as the main source of motivation. These factors include goals and planning, differences in English foundation, learning methods. Extrinsic factors such as teacher support, teaching methods, and classroom environment offer vital additional support. The results indicate that educators should focus on strategies to boost students' intrinsic motivation. Therefore, educators should focus on enhancing students' intrinsic motivation and consistently improve teaching strategies to comprehensively boost English language learning outcomes.

KEYWORDS

Higher Vocational Students, English Learning Motivation, Influencing Factors

CITE THIS PAPER

Song Yongfang, An Analysis on the Influencing Factors of English Learning Motivation of Higher Vocational Students. Advances in Vocational and Technical Education (2025) Vol. 7: 205-212. DOI: http://dx.doi.org/10.23977/avte.2025.070126.

REFERENCES

[1] Li, L. (2013). An empirical study on internal factors influencing demotivation in college English learners. Journal of PLA University of Foreign Languages (Social Sciences Edition), (2), 65-69.
[2] Zhang, W. X., & Liu, M. H. (2014). A study on factors influencing college students' English learning. Beijing University Press.
[3] Shang, J. G. (2020). A study on factors influencing college students' English learning engagement. Journal of Tongling University, (6), 113-116.
[4] Hong, Y. (2018). A review of the current status of research on the connection between secondary and higher vocational education. Modern Education Science, (7), 141-144.
[5] Pan, Y. L. (2014). Construction of an incentive mechanism in vocational English classrooms based on learning motivation. Journal of Guangxi Minzu Normal University, 31(02), 144-146.
[6] Peng, Y. (2013). Design of post-class assignments for vocational public English based on autonomous learning ability. Vocational Education Research, (06), 110-112.  
[7] Liu, K. J. (2022). Strategies for motivating and optimizing college students' learning motivation in English stratified teaching. Journal of Hubei Open Vocational College, (13), 178-179.

Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Adult and Higher Education