5th International Conference on ELT in China, May 2007 Motivation and motivating Chinese students in the language classroom – Transition to UK Higher Education Qian Zhang qian.zhang@beds.ac.uk Division of Language and Communication University of Bedfordshire, UK

Presentation Outline Main aim Research questions Literature background Previous research and limitations My ongoing research project Possible explanations Conclusions

Main Research Aim To gain new insights into motivation for L2 learning by investigating how and why learners’ motivation changes during the transition from the home culture to the host culture setting.

Research Questions How does language learning motivation change over time as learners move from home culture to host culture? To identify if students’ English learning goals and orientations change over time To identify if the different components of language learning motivation can be separated. To identify which component changes the most.

Literature Background From a social psychological perspective Social- educational model Definition effort + desire to achieve the goal of learning the language + favourable attitudes toward language learning (Gardner, 1985, p.10 ). motivation - a combination of the learner’s attitudes, aspirations, and effort with respect to language learning (Gardner & MacIntyre 1991, p159 ).

From an educational perspective Call for education-friendly motivation research Need to develop both empirical research and L2 motivational theories A number of constructs have been developed to meet the needs of an education-friendly approach (Dörnyei,1990; Crookes and Schmidt, 1991; Dörnyei, 1994a, 1994b; Oxford and Shearin 1994, 1996; Schmidt et al.,1996; Ushioda, 1994, 1996)

Models & Frameworks of L2 Motivation Gardner’s motivation theory Expectancy-value theories in L2 motivation research Self-determination theory and L2 motivation Schumann’s neurobiological model L2 motivation and the social context The temporal dimension of L2 motivation Dörnyei and Otto’s process model of L2 motivation (See Dörnyei, 2001 for detail)

L2 Motivation in Education Setting Dörnyei’s framework of L2 motivation (Dörnyei , 1994a: 280) Language Level Integrative motivational subsystem Instrumental motivational subsystem Learner Level Need for achievement Self-confidence - Language use anxiety - Perceived L2 competence - Causal attributions - Self-efficacy Learning Situation Level Course-specific motivational Interest (in the course) Components Relevance (of the course to one’s needs) Expectancy (of success) Satisfaction (one has in the outcome) Teacher-specific motivational Affiliative motive (to please the teacher) components Authority type (controlling vs. autonomy-supporting) Direct socialisation of motivation Group-specific motivational Goal-orientedness Components Norm and reward system Group cohesiveness Classroom goal structure

Previous Research & Limitations Gardner’s social educational model – focus on the integrative aspect of motivation Not much attention has been paid to cultural factors in an educational setting The ‘dynamic’ aspect of motivation in L2 learning needs to be developed Most of the research has been done in monocultural settings (e.g. Canada, Hungary ).

My Research Framework: Dörnyei ’s framework of L2 motivation (Dörnyei , 1994a:280) Participants: Mainland Chinese students who are studying at the University of Bedfordshire Instruments: Questionnaire Data collection: stage one - 161 Ss (before Ss come to the UK) stage two – 142 Ss (after Ss have been in the UK over 6 months)

Research Findings Significant changes in Motivation as a whole Language level: students attitude towards local community & their learning orientations and goals A high rank score both in Integrative Orientations and Instrumental Orientations. Learner level: self-confidence drops & language use anxiety increases Motivation as a whole different components of language learning motivation cannot be separated No change in learning situation level

Possible Explanations Students’ perception of discrimination affects their attitude towards the target community Low English proficiency Limited understanding of British academic culture Lack of intercultural communication experience

Conclusions Language learning motivation is not a relatively stable or static emotional state. It can be affected by the challenges of time and culture. Motivation may change during the transition to the new cultural setting Further research is needed to identify the factors that affect the change, and the pattern of motivation change during the transition.

Recommendations Institutional: training is not ‘the icing on the cake’ Personal: practitioners must engage in pedagogical reflection and professional development Professional: cross-cultural training Design: A greater focus on the differences between Chinese and English academic culture in ‘bridging’ courses for students prior to their arrival in the UK. UK institutions: staff involved in pastoral care for Chinese students should be clear about the problems unique to Chinese students.

Questions to Consider Do the students receive efficient training before they go abroad? Does their language proficiency really meet UK Higher education standards? Do EFL practitioners in China have a full understanding of UK academic culture? What type of training is effective?

Thank you very much