The predicting roles of approaches to learning, L2 learning motivation, L2 learning strategies and L2 proficiency for learning outcomes: A comparison between Mainland and Hong Kong Chinese students

The predicting roles of approaches to learning, L2 learning motivation, L2 learning strategies and L2 proficiency for learning outcomes: A comparison between Mainland and Hong Kong Chinese students

• Yu, Baohua The Education University of Hong Kong

Educational Studies, 45(4), 520-532, 2019

Routledge

2019

• C Psychology & Learning
  • CC Motivation of Learning
• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• P Social Context of Education
  • PB Comparative Education

Learning Approach L2 Learning Motivation L2 Learning Strategies L2 Proficiency Learning Outcome

• Hong Kong
• China

• 1997.7 onwards

• Post-Secondary Education

This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper.
[Copyright of Educational Studies is the property of Routledge.]

• English

Journal Articles

• 03055698

• 10.1080/03055698.2018.1509775

https://bibliography.lib.eduhk.hk/en/bibs/b96ad21e

2020-08-26