DOI: 10.11648/j.ellc.20261102.14 ISSN: 2575-2413

Unravelling Motivational Trajectories: A Retrodictive Study of Underachieving EFL Learners in Chinese Universities

Helu Wang, Shiwei Qi
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This study explores the dynamic changes in second language (L2) motivation and their underlying causes among underachieving English as a foreign language (EFL) learners in Chinese universities. Grounded in CDST, the research employs methodological triangulation—combining retrospective motivational trajectory graphs, semi-structured interviews, and written narratives—to investigate three non-English major underachievers from top-tier Chinese universities. The findings revealed that the motivational trajectories of these learners exhibited four core characteristics: non-linearity, complexity, dynamics, and self-organization. Furthermore, their motivation levels were significantly influenced by a continuous interplay of internal and external factors, primarily categorized into the L2 learning environment, attribution, and social and parental influence. The study highlights that underachievers often rely on external pressures (e.g., high-stakes exams) for temporary motivational boosts, but suffer from a lack of sustained intrinsic drive due to low self-confidence, ineffective learning strategies, and a critical lack of perceived value in English learning. Based on these insights, the study offers targeted pedagogical implications for students, teachers, parents, and institutions to collaboratively foster sustainable L2 motivation and improve English proficiency. This research broadens the understanding of L2 motivational dynamics among underrepresented learner groups and provides practical guidance for educational interventions.

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