A STUDY ON THE RELATIONSHIP BETWEEN STUDENTS’ LEARNING MOTIVATION AND LEARNING ENGAGEMENT THE “UNIVERSITY THAI LANGUAGE” COURSE AT GUANGXI UNIVERSITY OF FOREIGN LANGUAGES
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This study examines the levels of learning motivation and learning engagement and their relationships among full-time undergraduates enrolled in the “University Thai Language” course at Guangxi University of Foreign Languages. Grounded in Self-Determination Theory, a mixed-methods design was adopted. The qualitative component was included to clarify how different types of motivation are reflected in students’ actual learning engagement. A total of 312 students completed validated scales measuring five dimensions of learning motivation and three dimensions of learning engagement. Descriptive statistics, Pearson correlation, and multiple regression analyses were conducted, supplemented by interviews.
Results indicate moderately high levels of learning motivation (M = 3.816) and learning engagement (M = 3.756), with emotional engagement highest and cognitive engagement comparatively lower. Learning motivation was strongly and positively correlated with learning engagement (r = 0.775, p < .01) and significantly predicted engagement, explaining 60% of the variance (R² = 0.601). All five motivational dimensions significantly predicted engagement, with external recognition motivation showing the strongest effect. Learning motivation also significantly predicted behavioral, emotional, and cognitive engagement. The findings suggest that while students demonstrate positive emotional involvement and active participation, deeper cognitive engagement remains relatively limited and may require stronger intrinsic regulation and instructional support. Interview data further indicate that employment expectations and social recognition are important drivers of engagement in this context.
The findings confirm that learning motivation functions as a central driver of academic engagement in Thai language learning and provide empirical implications for enhancing instructional design and motivational support in less commonly taught language programs. The study also contributes contextual evidence on how regional and career-oriented factors may shape the balance between intrinsic and extrinsic motivation in university language education.
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