Achievement goal orientation, classroom support, and language learning motivation among Chinese University EFL students: Foundations for constructing an integrated language learning framework

This study examines the relationships among achievement goal orientation, classroom support, and EFL learning motivation in Chinese universities.Surveying 320 non-English major students, it reveals classroom support's direct impact on motivation, with motivation serving as a mediator between achievement goals and support.Results show a focus on performance and mastery goals, and students rely more on peer support.Integrative motivation surpasses instrumental.These findings deepen understanding of EFL learning dynamics, informing strategies for enhancing motivation and support in Chinese university settings.