Exploring the learner-teacher-context interplay in Language Learning Motivation

Abstract

Models delivering content teaching through learners’ second language, including content and language integrated learning, content-based instruction, have rapidly increased in recent decades and are thought to offer a ‘naturally’ motivating context for learners to use and learn the medium of instruction. However, the relationship between medium of instruction (MoI) and language learning motivation (LLM) specifically is under-explored. Responding to calls for contextually responsive theorizations of LLM, this study examines interactions between LLM and micro (MoI classrooms) and macro (Hong Kong schools) contexts. A questionnaire was administered to Hong Kong secondary school learners of English (N = 3854), aged 11-14, studying in English, Chinese and Mixed mode of instruction schools. The questionnaire examined LLM across a range of motivational constructs. MANOVA pointed to significantly higher LLM among EMI students on most measures and effects of MoI on three LLM constructs. A repeated measures ANOVA indicated significantly different across the LLM constructs F(6.75, 39918.18) = 1815.30, p < .00, while post-hoc tests pointed to significantly higher (p = .001) levels of instrumental promotion and required orientations than all other LLM measures. While data supports the relevance of Chen, Warden and Chang’s (2005) ‘required orientation’ in explaining participants’ LLM and challenges the applicability of the ideal L2 self, there are also indications that this may attributable to context rather than cultural difference. Implications are discussed for existing understandings of the MoI-LLM relationship, as well as ongoing discussions around the need for culturally relevant theorizations of LLM.