As the latest one in the field of SLA/FLA motivational study, the theory of DMC(s) is of great significance both theoretically and pedagogically. This current paper aims at whether the core features of tertiary non-English majors’ motivational behaviors in china are in line with those outlined in the theory of DMCs. The results disclose that when the participants experienced a DMC, their goals/visions as the driving force were directed, their learning behaviors with clear start points were recurring and self-propelling, and they were generally positive, though negative occasionally. Therefore, the effectiveness of the distinguishing components of a DMC has been tested and verified in Chinese EFL context, which offers valuable enlightenment to trigger and maintain high motivation for English study in the classroom.
Cite this paper
Wei, Q. (2022). The Case Study on the Core Features of Tertiary Non-English Majors’ DMCs in China. Open Access Library Journal, 9, e9260. doi: http://dx.doi.org/10.4236/oalib.1109260.
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