Learning Motivation and Perceived Challenges of Chinese Foreign Language Majors in the Era of Large Language Models

The present study investigates the learning motivation and perceived challenges of Chinese undergraduates majoring in foreign languages within the emerging educational landscape shaped by Large Language Models (LLMs). The purpose is to clarify how LLM-mediated learning environments influence students’ motivational profiles and how individual differences contribute to these variations. A questionnaire survey was administered to 401 students from six universities representing different regions and institutional tiers in China. The study employed validated scales to measure six dimensions of learning motivation and used SPSS for reliability testing, factor analysis, descriptive statistics, and comparative analysis. The findings indicate that intercultural communication and learning situations are the strongest motivational drivers, while external influences play a relatively minor role. It is evident that students who have previously undertaken a Large Language Model (LLM) programme exhibit a more nuanced set of attitudes. While these students recognise the advantages of LLM programmes in enhancing efficiency and comprehension, they also articulate concerns pertaining to professional identity and future career prospects. A range of significant differences were observed across institutional tiers, regions, and demographic groups. This finding indicates the necessity for diversified instructional support. The present study contributes to the understanding of learner motivation in AI-mediated language education and underscores the importance of integrating intercultural competence, digital literacy, and disciplinary knowledge in the development of foreign language programmes. Suggestions for curriculum reform and future research are provided.