Li Li , Allan Peejay Lappay
ABSTRACT
This study aimed to describe and examine the relationships among English proficiency, vocabulary attrition, and motivation in Chinese non-English-major undergraduate students. Using a quantitative research design, the study collected data through a vocabulary attrition test and a motivation questionnaire. Descriptive results showed that most participants demonstrated CET-4 or intermediate-level English proficiency; noun attrition was very high, while verb and adjective attrition were moderate. Both integrative and instrumental motivation levels were found to be high. Inferential analyses revealed that gender and program of study had significant effects on English proficiency. Gender significantly influenced verb and adjective attrition, whereas program of study affected noun and verb attrition. In addition, gender significantly predicted integrative motivation, while program of study influenced both integrative and instrumental motivation. Correlational analyses indicated significant relationships between English proficiency and vocabulary attrition, between proficiency and motivation, and between motivation and vocabulary attrition. Drawing on these findings, the study offers pedagogical implications for EFL contexts, emphasizing increased contextual input, spaced retrieval practice, and motivation-oriented vocabulary reinforcement to help reduce vocabulary attrition.
Keywords: Chinese non-English major undergraduates, EFL context, English proficiency, English vocabulary attrition, learning motivation
https://doi.org/10.57180/hvrd8538