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This study addresses the professional development of college
English teachers in mainland China. It is designed to examine the
relationship between teachers' motivation and their attitudinal
elements including teacher engagement and commitment, and teaching
approaches. This study adopts a mixed-method design that starts
with a quantitative phase in which data were collected and analysed
to examine the hypothesised predictive power of teachers'
motivation on their engagement, commitment and teaching approaches.
In the second phase, qualitative data acquired via semi-structured
interviews and documentary analysis were collected to further
interpret, explain and elaborate the quantitative results in
greater depth. As language teaching has been an often-researched
discipline in the teacher motivation literature, this study prompts
one to rethink and reflect on the effectiveness of college English
curriculum reform and provides implications for current college
English teaching and the development of college English teachers.
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