Exploring the intersection of EFL learning motivation and filial piety: a literature review
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i7.4346
Abstract
The global demand for English-proficient workers has increased EFL learning, but motivation issues have emerged, particularly in Eastern cultures where values differ from Western ideals. This study explores how filial piety, a core Eastern value, influences the motivation of Chinese EFL learners. By reviewing six studies from 2015 to 2024 through an integrative literature review, the paper finds that filial piety motivates learners to achieve social recognition and success in language learning. The findings expand on the author's doctoral research at Universiti Malaysia Sarawak, which examines speaking strategies, anxiety, motivation, and attitudes among Chinese undergraduates. This study highlights the importance of cultural factors in shaping language learning motivation, with implications for language policy and EFL research.
Keywords
filial piety; motivation; EFL learning; China; South and Southeast Asia
Full Text
PDF - Viewed/Downloaded: 1 TimesReferences
[1] Rao PS. 2019. The role of English as a global language. Research Journal of English, 4(1): 65-79.
[2] Pranawengtias W. 2022. Undergraduate students' motivation on English language learning at Universitas Teknokrat Indonesia. Journal of English Language Teaching and Learning, 3(2): 27-32.
[3] Salili F. 1996. Learning and Motivation: An Asian Perspective, 8: 55-62. SAGE Publishing.
[4] Lee SS. 2021. Paternalistic gratitude: The theory and politics of Confucian political obligation. Dao, 20(4): 635-659.
[5] Filgona J, Sakiyo J, Gwany DM, et al. 2020. Motivation in learning. Asian Journal of Education and social studies, 10(4): 16-37.
[6] Güleçoğlu GY, Öztürk G. 2021. Research perspectives on English as a foreign language (EFL) learning motivation in Turkish context: A systematic review of studies between 2010 and 2021. Language Teaching and Educational Research (LATER), 4(2): 161-180.
[7] Chen L, Vladimirovna PN. 2020. Study of the translation of Confucius philosophical treatise Lun Yu (The Analects). European Proceedings of Social and Behavioural Sciences, 256-263. European Publishers.
[8] Snyder H. 2019. Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104: 333-339.
[9] Tam J. 2016. Filial piety and academic motivation: High-achieving students in an international school in South Korea. International Journal of Multicultural Education, 18(3): 58-74.
[10] Liu E, Wang J, Bai S. 2024. Self-guides, enjoyment, gender, and achievement: A survey of Chinese EFL high school students. Journal of Multilingual and Multicultural Development, 45(10): 4270-4287.
[11] Peng Y. 2023. Understanding the cultural identity of EFL learners from the eco-linguistics perspective: evidence from students in arts college before and after the COVID-19 epidemic period. Frontiers in Psychology, 14: 1-21.
[12] Hennebry M, Gao X. 2021. Interactions between medium of instruction and language learning motivation. International Journal of Bilingual Education and Bilingualism, 24(7): 976-989.
[13] Wang J. 2021. Friendship group activities: voices from Chinese EFL learners. English Language Teaching, 14(1): 140-151.
[14] Li T, Liu Z. 2021. Exploring effects of the second language motivational self system on Chinese EFL learners' willingness to communicate in English and implications for L2 education. J. Higher Educ. Res, 2: 169-177.
[2] Pranawengtias W. 2022. Undergraduate students' motivation on English language learning at Universitas Teknokrat Indonesia. Journal of English Language Teaching and Learning, 3(2): 27-32.
[3] Salili F. 1996. Learning and Motivation: An Asian Perspective, 8: 55-62. SAGE Publishing.
[4] Lee SS. 2021. Paternalistic gratitude: The theory and politics of Confucian political obligation. Dao, 20(4): 635-659.
[5] Filgona J, Sakiyo J, Gwany DM, et al. 2020. Motivation in learning. Asian Journal of Education and social studies, 10(4): 16-37.
[6] Güleçoğlu GY, Öztürk G. 2021. Research perspectives on English as a foreign language (EFL) learning motivation in Turkish context: A systematic review of studies between 2010 and 2021. Language Teaching and Educational Research (LATER), 4(2): 161-180.
[7] Chen L, Vladimirovna PN. 2020. Study of the translation of Confucius philosophical treatise Lun Yu (The Analects). European Proceedings of Social and Behavioural Sciences, 256-263. European Publishers.
[8] Snyder H. 2019. Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104: 333-339.
[9] Tam J. 2016. Filial piety and academic motivation: High-achieving students in an international school in South Korea. International Journal of Multicultural Education, 18(3): 58-74.
[10] Liu E, Wang J, Bai S. 2024. Self-guides, enjoyment, gender, and achievement: A survey of Chinese EFL high school students. Journal of Multilingual and Multicultural Development, 45(10): 4270-4287.
[11] Peng Y. 2023. Understanding the cultural identity of EFL learners from the eco-linguistics perspective: evidence from students in arts college before and after the COVID-19 epidemic period. Frontiers in Psychology, 14: 1-21.
[12] Hennebry M, Gao X. 2021. Interactions between medium of instruction and language learning motivation. International Journal of Bilingual Education and Bilingualism, 24(7): 976-989.
[13] Wang J. 2021. Friendship group activities: voices from Chinese EFL learners. English Language Teaching, 14(1): 140-151.
[14] Li T, Liu Z. 2021. Exploring effects of the second language motivational self system on Chinese EFL learners' willingness to communicate in English and implications for L2 education. J. Higher Educ. Res, 2: 169-177.
Copyright © 2025 Wenxin LU, Joseph RAMANAIR
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License