International Journal of Education

With the in-depth advancement of connotative development in higher education and the further reform of college English teaching, the prevalent insufficient motivation and gradual motivation decline among non-English majors have become increasingly prominent, which hinders the improvement of teaching quality and students’ language proficiency. Such students show strong utilitarian tendencies and unstable learning motivation, and tend to slack off once external pressure diminishes. Furthermore, the widespread popularity of smart devices and AI tools leads to students’ distracted attention and fragmented learning behaviors, further exacerbating the decline in learning motivation. Based on the L2 Motivational Self System and Achievement Motivation Theory, this paper adopts literature research, questionnaire surveys and interviews to explore the current situation of motivation decline and the impact of digital tools. It analyzes the underlying causes from the perspectives of teaching conditions, technological application and individual students, and puts forward practical intervention strategies, aiming to optimize college English teaching and stimulate students’ learning initiative.

Non-English majors; Foreign language learning motivation; Motivation atrophy; Long-term intervention