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 教學心理學
  • CC 學習動機
• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

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

• Hong Kong
• China

• 1997.7 onwards

• 專上教育

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.]

• 英文

期刊論文

• 03055698

• 10.1080/03055698.2018.1509775

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

2020-08-26