ISSN: 2222-6990
Open access
This study aims to systematically explore the impact of English learning motivation and teaching methods on the learning efficiency of college students in Yunnan, with the goal of providing both theoretical foundations and practical guidance for improving students’ English learning outcomes. Based on Gardner’s Socio-Educational Model, the study analyzes the crucial role of social and educational factors in second language acquisition, emphasizing the influence of learning environment, cultural background, and teacher-student interaction on learning efficiency. Regarding learning motivation, this study draws on the Self-Determination Theory (SDT) and the Two-Factor Theory to conduct an in-depth analysis of the roles and interrelationships of intrinsic motivation and extrinsic motivation in the English learning process. SDT highlights the autonomy of motivation, exploring students’ motivational characteristics driven by interest, personal growth, and self-fulfillment. Meanwhile, the Two-Factor Theory further distinguishes between motivators and hygiene factors, identifying key factors that affect students’ long-term learning persistence. In terms of teaching methods, this study is based on Vygotsky’s Zone of Proximal Development (ZPD) to examine how teachers can enhance students’ learning efficiency by providing appropriate instructional guidance and support at an optimal challenge level. Additionally, the study incorporates Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) to assess their effectiveness in improving students’ communication skills and practical language use. CLT emphasizes real-life communication as the core of language learning and encourages interactive learning, while TBLT focuses on learning through task completion to enhance students’ comprehensive language proficiency. The study employs a stratified random sampling method to ensure the representativeness of the sample, covering college students from different academic years and disciplines in Yunnan. Statistical analyses such as independent samples t-test, one-way ANOVA, and multiple hierarchical regressions are used to examine the relationships between various variables and to reveal the specific impact of motivation and teaching methods on English learning efficiency. The results highlight the significant influence of motivation and teaching methods on English learning efficiency and provide recommendations for optimizing the learning environment, fostering intrinsic motivation, and improving teaching strategies. These suggestions aim to enhance students' English proficiency by creating a more effective and engaging learning experience.
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