This literature review investigated the relationship between second language (L2) learning motivation and academic achievement among Chinese English majors, synthesizing findings from 17 studies retrieved from the China National Knowledge Infrastructure (CNKI) database. The analysis indicates that empirical research dominates current studies (94%), with most employing quantitative methodologies such as questionnaires and statistical analyses, whereas theoretical exploration remains limited. The theoretical frameworks underpinning this field encompass Gardner and Lambert’ 's distinction between integrative and instrumental motivation, alongside Dörnyei’s L2 Motivational Self System (L2MSS), which highlights the triadic structure of the "ideal L2 self," the "ought-to L2 self," and the "learning experience." Findings reveal a significant positive correlation between motivation and academic performance, with highly motivated students demonstrating greater effort and goal-oriented behavior. Studies also identify discipline-specific differences, such as arts students’ heightened sensitivity to external pressures and anxiety in English-medium instruction (EMI) contexts. Despite methodological advancements, limitations persist, including overreliance on quantitative tools and insufficient methodological diversity. Future research should integrate qualitative approaches (e.g., classroom observations, reflective journals) and interdisciplinary perspectives to enrich understanding. This review underscores the critical role of motivation in L2 learning and calls for innovative strategies to enhance English education outcomes in China.
Junjie Zhong (Tue,) studied this question.