Medium of Instruction and Language Learning Motivation in Hong Kong

Abstract

Models delivering content teaching through learners’ second language have rapidly increased in number in recent decades and are thought to offer a ‘naturally’ motivating context for learners to use and learn the medium of instruction (MoI). However, the relationship between MoI and language learning motivation (LLM) specifically is underexplored. Responding to calls for contextually responsive theorisations of LLM, this study examined interactions between LLM and micro (MoI classrooms) andmacro (Hong Kong schools) contexts. LLM measures were administered to Hong Kong secondary school learners of English (N= 3854), aged 11–14, studying in English, Chinese and Mixed mode of instruction schools. Findings indicate higher levels of LLM among EMI students on most measures and effects of MoI on three LLM constructs. While the data supports the relevance of a required orientation in explaining participants’ LLM and challenges the applicability of the ideal L2 self, there are also indications that this may be attributable to context rather than cultural difference. Implications are discussed for existing understandings of the MoI-LLM relationship, as well as discussions around culturally relevant theorisations of LLM.