Sustaining Language Learning Motivation: Language Attitudes of Chinese University Learners Towards Target and First Languages

Yanghe Liu^*

• University of Edinburgh, Edinburgh, United Kingdom

This study examines how Chinese university learners’ attitudes toward their first language (L1) and target language (TL) interact with motivation, focusing on the influence of family income level and gender. Using learner diaries and semi-structured interviews, through qualitative content analysis and cross-case analysis, the study explores how learners’ intrinsic and extrinsic motivations are shaped by cultural interests, career aspirations, and identity. Findings reveal that positive language attitudes (LAs) towards TL are driven by aspirations and ideal self-concepts, while negative LAs stem from perceived irrelevance or societal pressures. Family income level mediates learners’ goals, with gender influencing the valuation of L1 and TL through cultural and societal norms. LAs significantly affect learners’ engagement, both inside and outside the classroom, impacting their ability to sustain motivation. The study provides practical implications for learners, educators, and policymakers, emphasizing the importance of fostering positive LAs, addressing socio-cultural dynamics, and integrating motivational strategies to enhance language learning sustainability in higher education.