Latent profile analysis reveals heterogeneity related to motivation, effort, and outside of class behaviors in digital environments among Chinese university students

Abstract

Second language (L2) learners increasingly have contact with the L2 outside of classroom contexts, which is positively associated with L2 achievement outcomes and motivation. The nature of the relationships between environmental factors and individual psychosocial factors is not fully understood because of the enormous diversity of L2 learners and L2 learning contexts, particularly digital environments. The current study used Latent Profile Analysis (LPA), a person-centered approach, to examine individual characteristics (motivation, effort) and outside-of-class L2 behaviors in digital and face-to-face settings among an under-researched learner group, rural Chinese English university students (n = 371). Findings revealed five distinct subgroups of learners, including a profile of learners with low motivation and low effort, yet paradoxically, very high outside of class use of English in digital settings. Findings of previously unidentified within-population heterogeneity underscores the need for person-centered approaches in SLA research. The current study has implications for pedagogies and teacher training, as diverse Chinese learners may not be motivated by the same L2 goals. Findings also have implications for ameliorating educational disparities and promoting equity for Chinese learners from rural settings.