Interplay of Global Competence, Cultural Identity, and Motivation to Learn English among Undergraduates in Southern China: A Mixed-Methods Study

This dissertation investigates the intricate relationships among global competence, cultural identity, and English learning motivation within the context of undergraduates in Southern China through a mixed-methods research design. Given the backdrop of accelerating globalization, this study underscores students' need to develop robust global competence, embrace their cultural identities, and foster motivation for English learning to navigate international settings effectively. This study employs an explanatory sequential mixed-method design to answer the research questions. Quantitative analyses, based on surveys of 1215 undergraduates, reveal the overall levels of participants in various dimensions of global competence, Chinese cultural identity, and significant English learning motivation is moderate, which still needs to improve. Correlation and regression analyses indicate a positive interrelation among these constructs, with cultural identity emerging as a mediator between English learning motivation and global competence. Additionally, gender differences are observed in these constructs, while family economic status shows no significant statistical differences. Qualitative insights from twelve in-depth interviews complement these findings by elucidating students' perceptions of global competence as pivotal for career success and cultural engagement. These narratives highlight the role of cultural identity in shaping students' interactions and approaches to English learning, with motivation influenced by academic, personal, and communicative factors. It was found that southern Chinese undergraduates possess strong Chinese cultural identity and motivation towards learning English, contributing to their moderate to high levels of global competence. The qualitative data emphasize the dynamic relationship among global competence, cultural identity, and English learning motivation, with each influencing and reinforcing the others. The interrelations among global competence, cultural identity, and English learning motivation were highlighted, with cultural identity acting as an important mediator. The qualitative analysis further improves that gender has a significant influence on the relationship among these three constructs. It also shows that economic status is shown to shape opportunities for English learning and exposure to diverse cultures, thereby influencing one's cultural identity and motivation for English learning, suggesting other factors might play more critical roles. This study contributes to the educational discourse by offering a nuanced understanding of the dynamics between global competence, cultural identity, and English learning motivation among undergraduates in southern China. It provides empirical evidence supporting the integration of global competence into educational curricula, emphasizes the importance of cultural identity in academic settings, and underscores the need for individualized motivational strategies in English language education. Recommendations include integrating global issues into curriculum, promoting cultural exchange programs, and developing motivational strategies that consider gender differences and leverage cultural identity. These findings and recommendations aim to guide educators, policymakers, and curriculum developers in fostering a generation of global competence, culturally aware, and motivated English learners in China's higher education landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]