English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research focuses on beliefs about second (L2) learner motivation and motivational practices still rare, particularly English for specific purposes (ESP) settings Asia. Furthermore, much of what available does not employ stimulated recall interviews facilitate comparison espoused elicited beforehand, observed classroom situated cognitions. We employed such methodology an under-researched ESP setting China, gain insights into the influence culture context behavior. Our qualitative case study three Chinese highlights harmony tensions between regarding student teacher’s role, practices, this harmony/disharmony being likely impact these teachers’ self-determination. It considers possible reasons identified tensions, including limited professional development opportunities ESP, apparently dated knowledge L2 theory, deeply embedded Confucian values entrenched assessment culture. Findings suggest need awareness-raising mentoring activities designed support cognitive amongst teachers.