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ABSTRACT In the multilingual education environment in Southeast Asia, English and Chinese are important for learners' academic and career development. However, there is little research on how learners integrate their motivations for learning these two languages. To fill this gap, this study uses Q methodology, a people‐centred method, to collect data from 40 learners in three Southeast Asian countries and investigate the English‐Chinese comprehensive motivation system. Results revealed two distinct motivational profiles accounting for 47% of the total variance: one prioritized Chinese as a pragmatic investment with a weak English future self, while the other was characterized by a strong English future self with fewer affective and mobility motives for Chinese. These findings contribute to multilingual motivation research by showing that learners organize English and Chinese motivation in integrated but asymmetrical ways within Southeast Asian multilingual contexts, and they also support differentiated pedagogical and programmatic responses.
Zhang et al. (Wed,) studied this question.