Does length of stay matter? The case of Chinese immigrants’ motivation to learn English

Author

Ruth Ming Har Wong

Affiliation

Department of English, The Hong Kong Institute of Education, Hong Kong, China

Abstract

Numerous studies have been carried out to investigate motivation; however, no research has been done to evaluate how the length of stay has an impact on the second language learning pattern. This study, therefore, investigated how the length of stay places impact on a group of Chinese immigrant students’ motivation to learn English in Hong Kong. It is hoped that an understanding of Chinese immigrant students’ motivation to learn English in relations to the length of stay would have implications on current teaching and learning practices, based on the adopted motivational theory and that these would enhance learners’ motivation to learn English while adjusting to and integrating with the new learning environment.

Keywords

motivation to learn English; Chinese immigrants; Hong Kong; Dörnyei

Publication Date

June 1, 2008

Issue

Volume 2, Issue 1

Citation information

Wong, Ruth Ming Har. 2008. “Does length of stay matter? The case of Chinese immigrants’ motivation to learn English.” Language. Text. Society 2 (1): e15-e23. https://ltsj.online/2008-02-1-wong. (Journal title at the time of publication: SamaraAltLinguo E-Journal.)

BibTeX

@Article{Wong2008,
author = {Wong, Ruth Ming Har},
title = {{Does length of stay matter? The case of Chinese immigrants’ motivation to learn English}},
journal = {Language. Text. Society},
year = {2008},
volume = {2},
number = {1},
pages = {15–23},
url = {https://ltsj.online/2008-02-1-wong/},
}

References

Dörnyei, Zoltán. 1998. “Motivation in Second and Foreign Language Learning.” Language Teaching 31 (3): 117-135. https://doi.org/10.1017/s026144480001315x.

Eccles, Jacquelynne S., and Allan Wigfield. 1995. “In the Mind of the Actor: The Structure of Adolescents’ Achievement Task Values and Expectancy-Related Beliefs.” Personality And Social Psychology Bulletin 21 (3): 215-225. https://doi.org/10.1177/0146167295213003.

Williams, Marion, and Robert L. Burden. 1997. Psychology for language teachers: a social constructivist approach. Cambridge language teaching library. Cambridge; New York: Cambridge University Press.

Wong, Ruth Ming Har. 2008. “Motivation and English Attainment: A Comparative Study of Hong Kong Students with Different Cultural Backgrounds.” The Asia-Pacific Education Researcher 16 (1). https://doi.org/10.3860/taper.v16i1.91.