Cross-grade analysis of Chinese students' English learning motivation: a mixed-methods study (original) (raw)
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Motivation to Learn English and School Grade Level: The Case of Newly Arrived Hong Kong Students
Porta Linguarum Revista Internacional De Didactica De Las Lenguas Extranjeras, 2014
Numerous studies have investigated how motivation relates to various individual differences. However, research did not uncover any previous studies investigating how school grade level impacts second language learning motivation. This study therefore focuses on how different school forms are related to motivation to learn English-this subject is particularly important in the Hong Kong school context because the English proficiency of Newly Arrived Hong Kong (NAHK) students is assessed once they arrive Hong Kong and the results will determine which school grade level they will attend. It is hoped that this investigation into the relationship between school forms and motivation for this group will have implications for improvements in current teaching and learning practices, based on the adopted motivational theory. It is further hoped that the results will enhance NAHK student motivation to learn English even as they adjust to and integrate with their new learning environment. This study adopted both qualitative and quantitative approach of investigation. The questionnaire included items on different motivational constructs at different levels, based on the conceptual framework of Dornyei (1998). To clarify any gaps in data appearing after analysis of the statistical results, interviews were conducted with 10 randomly chosen respondents. This study established that Hong Kong upper secondary school students overall have stronger motivation, very likely because of their need for further studies and career aspirations.
Behavioral Sciences
This study examined the motivation of Chinese mature students toward learning English. The participants in the study were ten Chinese mature learners, of whom four were English majors and six were non-English majors. Each underwent a semi-structured interview. Their responses were then coded and analyzed based on Matsuzaka-Carreira’s motivation framework. Furthermore, the Keyword Extraction and Link Terms techniques of PolyAnalystTM were used for further analysis. The results showed that English majors tended to be goal-oriented, and non-English majors were more likely to be means-oriented. English majors were identified as having additional integrative motivation. The factors influencing the motivation of English majors were more diverse than those influencing their non-English major counterparts. The obvious distinction between the two groups was their attitude towards the target language and culture. These findings suggest that instruction for adults should be aligned with mature...
North American Journal of Psychology, 2008
Guided by self-determination theory, the present study sought to (1) construct a scale of English learning motivation in a particular Chinese context, the Intrinsic /Extrinsic Motivation Scale of English Learning (I/EMSEL) and (2) explore the relationship between intrinsic motivation, extrinsic motivation and English achievement. The I/EMSEL scale was administered to two samples of first-year non-English-majors. Factor analysis of the results revealed a multidimensional construct composed of motivation for knowledge, motivation for challenge, internal fulfillment regulation and external utility regulation, together explaining 53.3% of the variance. Pearson correlations and multiple regressions were then performed between different kinds of motivation and English achievement. Results indicated that autonomous extrinsic motivation correlated positively with intrinsic motivation and achievement, while controlled extrinsic motivation correlated negatively with them. The results were discussed from the aspect of self-determination theory and the reference to their relevance in the EFL classroom.
Revista Brasileira de Linguística Aplicada, 2010
This paper publishes the results of a study of Hong Kong Chinese upper secondary students (Form 4 and Form 6) regarding their motivation orientations for learning English. The study analysed male and females student groups using Gardner and Lambert's (1972) 'extrinsic and intrinsic motivation' theoretical framework in order to elicit the most revealing results from the data. Findings will have meaningful implications for pedagogy, helping educators identify strategies more appropriate to distinct Chinese-speaking second-language student groups.
An Investigation of English Learning Motivation among Chinese Undergraduates and Postgraduates
Asian Journal of Applied Linguistics, 2017
This paper employed Dörnyei's L2 Motivational Self System to investigate the correlation between motivational variables and L2 English learning, both within and between undergraduates and postgraduates. 210 university students (including undergraduate and postgraduate students) from two mainland Chinese universities completed online questionnaires and 7 of them were interviewed based on the L2 Motivational Self System. The results showed that students at both undergraduate and (post)graduate levels of study had a generally favorable disposition toward English learning, although the higher the education level of the student, the higher the importance of the Ideal L2 Self domain (and the notion of Instrumentality-Promotion within this domain) for English learning. Significant correlations were also found for undergraduate students between English learning achievement and Ideal L2 Self, as well as English learning achievement and Attitudes to L2 Learning, suggesting the clearer L2 self-image and more positive L2 learning attitude an undergraduate has, the higher the level of achievement in English learning they are likely to obtain.
2018
This study aimed to identify the levels of intrinsic and extrinsic motivation for grades 7, 8 and 9 students to learn English as foreign language in the Regular Program and in the English Program firstly; then, to compare the students’ intrinsic and extrinsic motivation to learn English as a foreign language between the Regular and English Program. The participants of this study were 253 students from grade 7, 8, and 9 of the Regular and English Program studying English as a foreign language at Tepleela School, Bangkok, Thailand. The study used MALESC questionnaire, which was composed of 19 statements on intrinsic and extrinsic motivation. The findings of this study were: 1) the levels of intrinsic and extrinsic motivation to learn English as a foreign language in the Regular Program was high; 2) the levels of intrinsic and extrinsic motivation to learn English as a foreign language in the English Program was high; 3) there was no significant difference in students’ intrinsic motiva...
2017
The study reported in this paper employed Dörnyei's L2 motivational self system to investigate the correlation between motivational variables and L2 English learning, both within and between undergraduates and postgraduates. 210 university students (including undergraduate and postgraduate students) from two mainland Chinese universities completed online questionnaires and 7 of them were interviewed based on the L2 motivational self system. The results showed that students at both undergraduate and (post)graduate levels of study had a generally favourable disposition toward English learning, although the higher the education level of the student, the higher the importance of the ideal L2 self domain (and the notion of instrumentality-promotion within this domain) for English learning. Significant correlations were also found for undergraduate students between English learning achievement and ideal L2 self, as well as English learning achievement and attitudes to L2 learning, sug...
Impact of Students' Motivation for Learning English on their Achievement at Secondary Level
Motivation is one of the important factors that play vital role in learning English at all levels. This study aimed at investigating students' motivation for learning English at secondary schools and identifying factors that demotivated them. The students' motivation was also compared in terms of gender, locality, class and institution type. The data was collected through a questionnaire (reliability coefficient = 0.86) from 620 students of government and private secondary schools located in two districts of southern Punjab. The questionnaire consisted of 36 statements on five-point Likert scale (strongly disagree to strongly agree) about different aspects of motivation. Descriptive (means, standard deviation etc.) and inferential statistics (t-test of independent samples) were applied to analyze the collected data. The results showed moderate level of students' motivation for learning English. Statistically significant difference was found in motivation of male and female students, urban and rural students, and government and private school students. Majority of students (54.8%) scored marks in the range of 60 to 70% in English subject. There was positive correlation between students' motivation and their achievement scores in English. Lack of confidence, problem in speaking English and poor grammar knowledge were major factors that demotivated students in learning English. In the light of findings, it was recommended that grammar should be taught inductively, students should be given substantial practice in listening and speaking, and teachers may employ different motivational strategies to increase students' interest in learning English language at schools.
This paper seeks to shed light on the concept of motivation among students and its corresponding effects on their academic performances. It reports a study that aims to investigate the motivation levels of excellent and underperforming students among Junior Middle 3 (Form 3) students in a Chinese Independent Secondary School and offers suggestions to improve waning motivation. A mixed methods approach was chosen with the questionnaire and interview as research instruments. Overall excellent students exhibited higher motivation level than the underperformers.
Students’ Motivation in Learning English
Linguistic, English education and art (LEEA) journal, 2021
This study aims to determine students' motivation in learning English and its effect on their English learning achievement. The research method used is survey research with a quantitative approach. Data were collected using questionnaires, interviews, and documentation. The questionnaire was adapted from the Attitude Motivation Test Battery (AMTB) designed by Gardner. The results showed that 52% of students took an active role in learning English. Students are relative "highly" motivated to learn English to have a good chance in their educational goals. In conclusion, instrumental motivation is a significant factor among students of SMAN 5 Lubuklinggau in learning English. Based on data documents about students' English scores, students' motivation to learn English affects their English learning achievement.