Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning

Guided by self-determination theory, the present study sought to (1) construct a scale of English learning motivation in a particular Chinese context, the Intrinsic /Extrinsic Motivation Scale of English Learning (I/EMSEL) and (2) explore the relationship between intrinsic motivation, extrinsic motivation and English achievement. The I/EMSEL scale was administered to two samples of first-year non-English-majors. Factor analysis of the results revealed a multidimensional construct composed of motivation for knowledge, motivation for challenge, internal fulfillment regulation and external utility regulation, together explaining 53.3% of the variance. Pearson correlations and multiple regressions were then performed between different kinds of motivation and English achievement. Results indicated that autonomous extrinsic motivation correlated positively with intrinsic motivation and achievement, while controlled extrinsic motivation correlated negatively with them. The results were discussed from the aspect of self-determination theory and the reference to their relevance in the EFL classroom.