Chinese English-as-a-foreign-language learners’ directed motivational currents for high-stakes English exam preparation

Abstract

A directed motivational current (DMC) is an intense motivational drive that sustains long-term behavior toward a valued goal. The quantitative study investigated the DMCs of English-as-a-foreign-language learners and their predictive role on learning performance in a high-stakes English exam preparation context. The DMC dimension scale was distributed to Chinese English-as-a-foreign-language learners who experienced the National Postgraduate Entrance Examination, and data from 323 participants were retained for analysis. Independent T-tests, Analysis of Variance (ANOVA), and regression analyses were performed to report findings on DMC levels, and influencing factors and impacts of DMCs. Results suggest a high DMC level during exam preparation, with female learners showing more goal-oriented salient facilitative structure, and clear perception of progress than males, while high-proficiency learners demonstrated greater participant ownership and “perceived behavioral control” than medium- and low-proficiency learners. No differences were found between learners majoring in humanities/social sciences and those studying science, technology, engineering, or mathematics. The five DMC dimensions collectively predicted English performance. Following self-determination theory, the predictive role is explained. Theoretically, DMC components and their impacts on academic outcomes were reconfirmed in the Chinese English-as-a-foreign-language context; practically, educators and students are advised to use the DMC framework to enhance English performance in high-stakes exam preparation.