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

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Learning Motivation; Learning Strategies; Curriculum Design; Language Proficiency; Second Language Learning; Second Language Instruction; Cognitive Style; College Students; Student Attitudes; English (Second Language); Foreign Countries; Cross Cultural Studies; Outcomes of Education; Student Characteristics; Predictor Variables; Teaching Methods; Measures (Individuals); Attitude Measures; Comparative Analysis; Majors (Students); Self Evaluation (Individuals)

Hong Kong; China

10.1080/03055698.2018.1509775

0305-5698

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.

As Provided

2019

EJ1216971