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As part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.

EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates