ESP-4537

Published

2026-02-04

Issue

Vol. 11 No. 2 (2026): Publishing

Section

Research Articles

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Copyright (c) 2026 Mengjie Yuan*, Ruolin Hao

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How to Cite

Mengjie Yuan, & Ruolin Hao. (2026). Impact mechanism of cultural identity on students’ learning motivation in EMI teaching. Environment and Social Psychology, 11(2), ESP-4537. https://doi.org/10.59429/esp.v11i2.4537

Impact mechanism of cultural identity on students' learning motivation in EMI teaching

Mengjie Yuan

School of Education, University of New South Wales, Kingston, Sydeny, New South Wales2052, Australia

Ruolin Hao

School of Humanities and Languages, University of New South Wales, Kingston, Sydeny, New South Wales2052, Australia


DOI: https://doi.org/10.59429/esp.v11i2.4537


Keywords: English medium instruction; cultural identity; learning motivation; higher education

Abstract

This study focuses on the impact mechanism of cultural identity on the learning motivation of English major students in the context of English Medium Instruction (EMI). Based on the social psychological model of second language acquisition and multicultural interaction theory, this study designs a questionnaire on students' learning motivation and cultural identity. At the same time, it explores the impact mechanism of cultural identity on learning motivation through linear regression analysis. The results of the survey conducted on 351 English major students showed that the final overall average evaluation of cultural identity of sophomore students was 3.237, and the overall average evaluation of cultural identity of junior students was 3.202. The average evaluation of learning motivation among sophomores and juniors is 3.408 and 3.414. Regression analysis further showed that the impact coefficient of cultural identity on learning motivation was 0.67, with significance p<0.001. Based on research findings, EMI teaching should promote the coordinated development of students' cultural identity and learning motivation by creating a multicultural interactive environment, constructing inquiry-based classrooms, and integrating dual motivation guidance.

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