Exploring which motivational strategies best support and enhance language learning in a CMI Hong Kong primary school

Abstract

This thesis is on motivation. It is an action research case study of my own classroom practices coupled with the study of motivational forces that drive or inhibit students to learn or disengage. As Covington (1998) cited in McDonough (2007:370) offers: “the importance of the beliefs learners hold about themselves, and therefore their level of aspiration and the kinds of strategies they operate or can be taught to adopt, to achieve what they want for themselves”. It incorporates the instrumental planning, teaching and supporting that the teacher’s role in the classroom defines. The time frame, participants and research methods such as interviews and questionnaires are all outlined within. The findings showed that students in my classroom were intrinsically motivated and regarded learning English as important, useful, fun and participated in classroom activities with a sense of enjoyment. The implications of the research study indicates motivational strategies have their place in the classroom. With an increased understanding of these motivational strategies, their implementations and the motivational dynamics that interplay within the classroom, motivational levels can be raised further and with a concerted effort of building relationships between teachers and students, appropriate and relevant contents and contexts, a step towards the bridging of learning and language acquisition of English by students in local CMI schools can be envisioned and realized.