Factors Influencing University Students’ English Learning Motivation: A Case Study of a Public University in Henan Province, China
DOI:
https://doi.org/10.14456/au-ejir.2025.8Keywords:
English, Motivation, Hybrid Learning, Intervention Design Implementation, EducationAbstract
Purpose: This study investigates the influence of four independent variables (Hybrid Learning, Relations between Teachers and Students, Confidence, and Proactive Personality) on one dependent variable (English Learning Motivation). Additionally, it aims to identify significant differences between variables. Research design, data, and methodology: The study employed the Index of Item-Objective Congruence (IOC) for validity and Cronbach's Alpha in a pilot test for reliability. A total of 132 valid responses from students at a public university in Henan Province, China, were analyzed using multiple linear regression to verify significant relationships between variables. Following this, a group of 40 students participated in a 12-week Intervention Design Implementation (IDI). Afterwards, quantitative results from post-IDI and pre-IDI assessments were analyzed using a paired-sample t-test for comparison. Results: Multiple linear regression analysis revealed that hybrid learning, relations between teachers and students, confidence, and proactive personality significantly impacted English learning motivation. Additionally, the paired-sample t-test demonstrated a significant difference in English learning motivation between the post-IDI and pre-IDI stages. Conclusions: This research aims to foster students' creativity by cultivating their self-leadership skills within the context of a public university in Henan Province, China.
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