Attitudes and Motivation in Vocational English as a Foreign Language Learning: A Review of Related Literature

Abstract

Attitudes and motivation have long been recognized as central affective factors influencing success in second and foreign language learning. In vocational education contexts, where English is often learned as a practical tool for employment and professional development, these variables play a particularly critical role in shaping students’ engagement and persistence. Despite the growing importance of vocational education in China, research on English learning in this sector remains fragmented and underrepresented in the literature. This paper synthesizes classical and contemporary studies on attitudes toward English, motivational orientations, and the relationship between attitudes and motivation among vocational learners in English as a foreign language (EFL) contexts, with particular attention to China. Drawing on socio-educational and motivational theories, the review examines how vocational students perceive English learning, what motivates them to engage with the language, and how attitudes and motivation interact to influence learning behavior. The synthesis identifies key patterns, highlights gaps in existing research, and underscores the need for integrated, context-sensitive pedagogical approaches. The paper concludes by proposing directions for future research aimed at informing the development of effective English language pedagogical frameworks for vocational education.