| Summary: | The aim of the study is to examine and evaluate how socio-cultural factors and demographic characteristics of a group of newly arrived Hong Kong (NAHK) students affect their motivation to learn English in Hong Kong. This study is conceptualised based on Dornyei’s (1998) motivation framework and two additional components, parent and culture specific motivation components, are also added onto the framework in order to suit the purpose of this study. Data were collected from two complementary sources: questionnaire and interviews. Questionnaire items were constructed based on the modification of Dornyei's motivational framework and questionnaires were distributed to 109 NAHK students' to collect their views on learning English in Hong Kong. In- depth semi-structured interviews were also conducted with 10 students to further investigate their motivation to lean English. Statistical data found that teachers have the greatest impact on NAHK students’ motivation to learn English. This result poses important pedagogical implications and considerations to educators in Hong Kong when developing curriculum and choosing materials. Statistical results also revealed parents played the least significant role in motivating NAHK students to learn English. However, the semi-structured interviews revealed another side of the story although parents could not assist their children's English learning academically but they supported their children's English learning both spiritually and financially. Several demographic characteristics like gender, age and place of birth were found to be crucial in influencing NAHK students' English learning motivation. The study describes the NAHK students' motivation to learn English in the hope that lights can be shed on the current teaching and learning practices and suggest implications for practice so that learner diversity in Hong Kong English learning classrooms can be catered.
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