1. 5th International Conference on ELT in China, May Motivation and motivating Chinese students in the language classroom – Transition to UK Higher Education
Qian Zhang
Division of Language and Communication
University of Bedfordshire, UK

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

3. 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.

4. 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.

5. 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 ).

6. 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)

7. 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)

8. 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

9. 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 ).

10. 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 Ss (before Ss come to the UK)
stage two – 142 Ss (after Ss have been in the UK over 6 months)

11. 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

12. 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

13. 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.

14. 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.

15. 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?

16. Thank you very much