The concept of second language (L2) learning motivation (L2 motivation) has been a focal point of extensive research in second language acquisition (SLA) for over 50years, with both scholars and classroom language instructors acknowledging the pivotal role motivation plays in L2 learning. This action research study tests an MTP within a Chinese college L2 classroom setting to determine the motivational levels of Chinese college students towards L2 learning and the extent to which an MTP can enhance their motivation. The research was conducted against the ideological and political background that the importance of both English teaching and learning was being downgraded in China. The study was conducted at a university in southwest China, attended by over 90% of students from rural backgrounds. A total of 41 Chinese college students participated in the study. Data were gathered from three sources: pre-and-post-action questionnaires, artifacts, and semi-structured interviews. The results reveal the diverse motivations of Chinese college students for learning L2 and the effectiveness of an MTP in encouraging their engagement with L2. The unique context of this research may offer valuable insights for future studies on L2 motivation, particularly regarding Dornyei's (2001) MTP framework in L2 classrooms. Furthermore, the findings may provide practical pedagogical implications for language teachers in classroom settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]