Abstract
Recent decades have witnessed an increasing spread of content-based instruction educational models delivering content teaching through learners’ second language. A principle of such models is that such instruction creates a naturalistic context that motivates language learners to use and learn target languages when learning subject content. However, the relationship between medium of instruction (MoI) and motivation specific to language learning is a relatively under-explored area. In the context of calls for theorizations of LLM to better respond to considerations of culture and context (e.g. Chen, Warden & Chang, 2005), this study seeks to contribute to the field through examining the interactions between LLM and micro (MoI classrooms) and macro (Hong Kong schools) contexts.
The present study adopted a mixed methods approach to investigate LLM among secondary school learners of English in Hong Kong, across Chinese, English and Mixed mode of instruction schooling. The focus here will be on quantitative data gathered through a motivation survey administered to students (N = 3877) aged 11-14. The survey examined a range of motivation constructs, including self-efficacy, academic motivation and eleven LLM-specific constructs.
Initial analysis suggests an effect of MoI on four of the eleven LLM constructs, in favour of EMI schooling. The study supports previous research showing that general academic motivation is higher among EMI learners, but the effect of MoI on this variable was negligible. Meanwhile, evidence from Hong Kong secondary school English learners seems to support Chen, Warden & Chang’s (2005) proposal of a ‘required orientation’ as better accounting for LLM in East Asian contexts. Findings are discussed in the context of existing understandings of the relationship between MoI and learning motivation, as well as in terms of broader questions about the theorization of LLM.
Speaker
Dr. Mairin Hennebry
Assistant Professor, Division of English Language Education, HKU
About the Speaker
Mairin trained and worked as a Modern Languages’ teacher, before undertaking her DPhil in Applied Linguistics at the University of Oxford. Having worked at the University of Oxford, the University of Newcastle and the University of Edinburgh, she is currently Assistant Professor at the University of Hong Kong. A key strand of Mairin’s research focuses on language learning motivation in theory and practice. Mairin is co-Editor of the Edinburgh University Press Edinburgh Textbooks in Applied Linguistics and Associate Editor of the journal System.
Date
25 June, 2018
Time
12:30 - 2:00pm
Location
MW 401, Meng Wah Complex
Chair
Dr. Yuen Yi Lo
Presentation Slide
Presentation Slide 1 :
- ‘Curses in TESOL’: Postcolonial Desires for Colonial English
- “Enhancing Data-Driven Learning in Disciplinary L2 English Contexts: Introducing CorpusMate”
- “Neither Bilingual nor Education”: critiques of bilingual education in state school education and responses to them
- A Two-Tiered Investigation Into the Dual Goal in EMI Education: Assessment and Instructional Practices
- Appropriation of Resources by Bilingual Students for Self-regulated Learning of Science
- Auckland U – HKU Joint Webinar (28 November, 2024)
- Automated Content Feedback and Young English Learners’ Behaviours, Performances and Response
- Book Launch Seminar: Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts
- Crosslinguistic influence in foreign and second language learners
- Developing Language Educators’ Understanding of Assessment Reform Discourse and Practices: School-University Collaborative Action Research as Praxis
- Digital literacy pedagogy:
Key issues in the age of Gen-AI
- Digital Multimodal Composing for Specific Purposes: The Case of Sustainability Discourse
- EMI Symposium 2023: Fostering Collaboration
- Exploring Self-Regulated Use of Artificial Intelligence Tools in Language Learning
- Generative AI: Implications and Applications for Education
- Global Englishes-informed Teacher Education: Present Cases and Future Directions
- HKU-NIE Joint Webinar: Designing Learning and Assessment with Multimodality in CLIL Classrooms
- Hong Kong SAR Government’s ‘Biliteracy and Trilingualism’ Policy: Sizing Up and Meeting the Challenge
- Hong Kong Students’ Self-regulated English Writing for Academic Studies
- HUMANISING TECHNOLOGY in Language Learning & Teaching
- Language ideologies in text-based art of Xu Bing: Implications for language policy and planning
- Language Learning in 3D Virtual Worlds
- Learning about and using academic vocabulary: Critical issues for pedagogy (Feb 18, 2025)
- Motivational and Empowering Feedback in the Writing Classroom
- Multilingualism and its Ramifications
- Multilingualism and Mobility: The Semiotic Production of Centres and Peripheries in Airport Spaces
- Multilingualism and the Brain
- Narrative Skills in Mandarin- English Dual Language Immersion Learners
- Narratives of Cross-Cultural Understanding among South Asian Diasporic Students in Hong Kong
- Newcastle U-HKU Joint Webinar on Cultural Artifact Creation (14 November, 2024)
- Oklahoma U-HKU Joint Webinar (05 December, 2024)
- Optimising Classroom Learning: Speaking in and about Mathematics Classrooms
- People who come from state education are different”: How language use maintains social exclusion in Medical Education
- Policy vs Practice: Homework in Hong Kong EFL Classrooms
- Review of recent research on AI-powered technology in second language teaching, learning and testing (Feb 10, 2025)
- Revival and Threat: Language ideologies, policy, and nationalism in Kazakhstan and Mongolia
- Secondary school students’ source use in inquiry project-based learning (PjBL): Working towards avoiding plagiarism and engaging with sources
- Sociocultural awareness of international ELT policies: The case of a US-funded program in Morocco
- Studies of Public Policy Process and Implications for Research on Education Policy
- The Challenges of Teaching Non-Chinese Speaking Children to Learn Chinese at Kindergarten Level
- The Contributions of Growth Rates in Phonological and Spatial Abilities to Chinese Reading and Mathematical Competencies: A Longitudinal Study of Hong Kong Kindergarteners
- The Digital Literacies Forum 2023
- The Effects of the Medium of Instruction in Physics on Achievement and Motivation to Learn
- The Historical and Linguistic Background of South and Southeast Asian Multi-ethnic Communities in Hong Kong
- The Influence of Extramural Access to Host Culture Social Media on Ethnic Minority Students’ Motivation for Language Learning
- Top desk rejection reasons and how to avoid it
- Translanguaging in Everyday Textual Performances: Implications for Literacy and Pedagogy
- University of Melbourne – University of Hong Kong Joint Symposium (19 November, 2024)
- Using Reading to Learn Pedagogy to Support Non-Chinese Speaking Students Learning Chinese in Hong Kong
- Videos in language classrooms: A social semiotic perspective
- What can we learn from the Hong Kong Archive of Language Learning Project?
- New technologies in literacy research:
“Measuring” embodiment through
galvanic skin response
- Publishing in top-tier applied
linguistic journals:
Perspectives of an editorreviewer-author
