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postgraduate thesis: Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom
Title | Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom |
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Authors | |
Issue Date | 2011 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Cheng, W. [鄭穎瑜]. (2011). Motivating language learners : effects of motivational strategies on student motivation in Chinese foreign language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836570 |
Abstract | The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior.
The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong.
Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons.
It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies. |
Degree | Master of Education |
Subject | Motivation in education - China - Hong Kong. Chinese language - Study and teaching (Higher) - China - Hong Kong. Language and languages - Study and teaching - Foreign speakers. |
Dept/Program | Education |
Persistent Identifier | http://hdl.handle.net/10722/177240 |
HKU Library Item ID | b4836570 |
DC Field | Value | Language |
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dc.contributor.author | Cheng, Wing-yu. | - |
dc.contributor.author | 鄭穎瑜. | - |
dc.date.issued | 2011 | - |
dc.identifier.citation | Cheng, W. [鄭穎瑜]. (2011). Motivating language learners : effects of motivational strategies on student motivation in Chinese foreign language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836570 | - |
dc.identifier.uri | http://hdl.handle.net/10722/177240 | - |
dc.description.abstract | The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.source.uri | http://hub.hku.hk/bib/B48365701 | - |
dc.subject.lcsh | Motivation in education - China - Hong Kong. | - |
dc.subject.lcsh | Chinese language - Study and teaching (Higher) - China - Hong Kong. | - |
dc.subject.lcsh | Language and languages - Study and teaching - Foreign speakers. | - |
dc.title | Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom | - |
dc.type | PG_Thesis | - |
dc.identifier.hkul | b4836570 | - |
dc.description.thesisname | Master of Education | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Education | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_b4836570 | - |
dc.date.hkucongregation | 2011 | - |
dc.identifier.mmsid | 991033841959703414 | - |