Relationship Between English Learning Motivation Types and Self‐Identity Changes Among Chinese Students

This study investigated the relationship between English learning motivation types and self-identity changes among university students in the People's Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert-scale questionnaire which included 30 items of motivation types based on free responses, and 24 items of self-identity changes in six predefined categories: selfconfidence, subtractive, additive, productive, split, and zero changes. An exploratory factor analysis revealed seven motivation types: intrinsic interest, immediate achievement, individual development, information medium, going abroad, social responsibility, and learning situation. A canonical correlation test found that motivation types and self-identity changes were correlated through four pairs of canonical variables. Among these, intrinsic interest was correlated with productive and additive changes, individual development with self-confidence change, social responsibility with productive and split changes. Theoretical and pedagogical implications of the results are discussed.