Abstract:
This study investigated the beliefs, attitudes, and motivations towards English language learning among Thai and Chinese undergraduate students at Dhurakij Pundit University (DPU). Employing a mixed-method approach, this research utilized both quantitative and qualitative methods to discern and compare these students' experiences. The quantitative phase involved 332 students, selected through stratified random sampling, who completed comprehensive questionnaires based on a five-point Likert scale. The qualitative phase included 31 purposefully selected participants from the initial pool for semi-structured interviews. Findings revealed that Chinese undergraduates exhibited a significantly stronger belief orientation, more positive attitudes, and greater motivational drive towards English language learning compared to Thais. In the qualitative phase, semi-structured interviews provided deeper insights, highlighting the value both groups place on immersion and technological integration in learning, with nuanced preferences influenced by cultural and individual backgrounds. Consequently, this study underscored the importance of customizing pedagogies, integrating technology, and embracing cultural differences in English language teaching and learning. This approach aims to create a more effective and comprehensive learning environment that fosters genuine global competence. Future research should consider a broader Asian context, incorporating diverse cultural perspectives and individual learner backgrounds.
