Abstract

This study investigates how higher secondary school students in China and Bangladesh understand and experience English language learning. A qualitative phenomenological design was adopted and eight students were purposively selected, with four from each country. The analysis was guided by Attribution Theory and Self-Determination Theory, which explain how cultural, social and motivational factors influence engagement. Findings show that students in both countries view English as essential for their future but their priority differs. Chinese learners emphasized academic success, intellectual growth and intercultural understanding, while Bangladeshi learners stressed career mobility, migration and global communication. Despite high motivation, both groups faced challenges such as exam-driven learning, limited opportunities for practice and low confidence in some areas. Teacher encouragement and community expectations were also found to strongly shape learners’ attitudes toward English. Therefore, the study highlights that engagement with English learning is not only linked to personal goals but is also deeply influenced by cultural context and the educational environment. These insights suggest that effective English programs should address both academic requirements and students’ broader aspirations for global participation.