Understanding language learning motivation in the context of content-based instruction

Abstract

The implementation of Content-Based Instruction (CBI) and recent medium of instruction policy changes make Hong Kong a rich context for investigating the interactions between social and personal factors and motivation for language learning. Such investigation has important bearing on multilingual contexts and on language policy. Previous research has documented the effects of CBI on general academic motivation, but paid little attention to language motivation or to the interaction between such motivation and learners’ traits. Working at the level of the individual and of the context, this study aims to provide a comprehensive insight into the language issues entailed in English language learning motivation in Hong Kong secondary schools, as a case from which to inform our understanding of the interplay between sociolinguistic context, psychosocial variables and students’ motivations for language learning. The paper will report the findings of a large scale survey (N = 2700), conducted with students across age groups and across SES, examining students’ language learning motivation and its interplay with specific learner traits, e.g. general academic motivation, self-efficacy, coping approaches. Data from student interviews will provide richer insights into the lived language learning experiences of the students. Findings of the project are intended to inform both policy development and teaching practice particularly in the field of language education. Specifically, they will provide important insights for developing motivational pedagogies that are specific to learning contexts and the needs of students. Importantly, the paper will consider the implications of the findings for current prevalent theoretical frameworks for language learning motivation.