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The article presents a research which aims to investigate the English learning motivation patterns of Chinese undergraduate non-English majors in different learning contexts in mainland China. It discusses the specific causes for the students' motivation to learn English, how the student's motivation relates to their performance in English, and the general pattern used by Chinese university english foreign language (EFL) learners. It states that the study uses one-way analysis of variance (ANOVA) to examine English motivation in EFL learning. It is inferred that student who enjoy English learning environment are less motivated to learn English both instrumentally and integratively.

The article presents information on a study conducted on undergraduate English as a foreign language (EFL) students to explore their attitude toward peer review and their correlations with the students' writing performance at a top university in Beijing, China. The participants in the study were 84 advanced-level undergraduate EFL students who were enrolled in the English Writing course. To examine the students' willingness and attitude toward peer review and their reaction to peer feedback, survey and semi-structured interviews were used. A questionnaire was given to them before the second peer review.

This paper reports on the results of a study of Chinese EFL learners' foreign language anxiety, personality traits, self-esteem, and their interactive effects on students' performance in English at the tertiary level. A 94-item survey involving 934 first-year undergraduate non-English majors revealed that: (1) nearly a third of the respondents felt anxious in English class,feared being negatively evaluated, and were apprehensive about speaking English in both class and tests; (2) the majority of the respondents were moderately extroverted, moderately inclined to anxiety and fears, and moderately prone to be influenced by social desirability, but tending to be dependent and tender-minded; (3) the participants generally considered themselves worthy; (4) most of the measured variables exerted a significant effect on one another as well as on the students' performance in English, with anxiety and self-esteem being the most influential variables. Based on these findings, some implications and suggestions are discussed. [ABSTRACT FROM AUTHOR]