English Learning Motivation and Anxiety Regarding the Left-Behind Children in Rural China

Abstract

This study addressed the affective factors in English learning of the Left-behind children (LBCs) in the seventh grade in rural China. Results indicated the difference between the non-LBCs and the LBCs in language achievement and motivation with statistical significance. Follow-up interviews revealed a lack of parental engagement, lower level of technological literacy, and test-taking and questions-answering anxiety contributed to the LBCs’ academic underperformance and lower motivation in English learning. Pedagogical implications are discussed regarding how to foster English learning motivation and enhance learner autonomy for LBCs and build communication among different stakeholders in education.