The motivation, investment, and language learning of adult EFL learners in Hong Kong.

• Other Authors: Chan, Wai Nga Gloria.
• Format: Others
• Language: English; Chinese
• Published: 2007
• Subjects: English language > Study and teaching (Continuing education) > Social aspects; English language > Study and teaching (Continuing education) > Social aspects > China > Hong Kong; English language > Study and teaching (Continuing education) > Chinese speakers; Adult education students > Attitudes; Adult education students > China > Hong Kong > Attitudes; Evening and continuation school students > Attitudes; Evening and continuation school students > Hong Kong > Attitudes
• Online Access: http://library.cuhk.edu.hk/record=b5893115; http://repository.lib.cuhk.edu.hk/en/item/cuhk-325883

Chan, Wai Nga Gloria. === Thesis submitted in: December 2006. === Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. === Includes bibliographical references (leaves 278-285). === Abstracts in English and Chinese ; appendix also in Chinese. === ABSTRACT (ENGLISH) --- p.i === ABSTRACT (CHINESE) --- p.iv === ACKNOWLEDGEMENTS --- p.vi === TABLE OF CONTENT --- p.viii === LIST OF TABLES --- p.xix === Chapter Chapter 1 --- INTRODUCTION --- p.1 === Chapter 1.1. --- Background to this Study --- p.1 === Chapter 1.2. --- Purpose of this Study --- p.2 === Chapter 1.3. --- Significance of this Study --- p.3 === Chapter 1.4. --- Organization of this Thesis --- p.3 === Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 === Chapter 2.1 --- Introduction --- p.5 === Chapter 2.2 --- "Motivation, Investment and Language Learning" --- p.5 === Chapter 2.2.1 --- Socio-psychological Approach to Motivation --- p.5 === Chapter 2.2.1.1 --- Motivation as a Socio-educational Model --- p.7 === Chapter 2.2.1.2 --- Instrumental and Integrative Motivation --- p.8 === Chapter 2.2.2 --- Motivation in Self-determination Theory --- p.13 === Chapter 2.2.2.1 --- Intrinsic and Extrinsic Motivation --- p.13 === Chapter 2.2.3 --- Individual Differences and Language Learning --- p.17 === Chapter 2.2.3.1 --- Personality --- p.18 === Chapter 2.2.3.2 --- Self-esteem --- p.19 === Chapter 2.2.4 --- Motivation and Investment of Adult Language Learners --- p.22 === Chapter 2.2.4.1 --- Differences between Child-Adult Learners --- p.22 === Chapter 2.2.4.2 --- Investment of Adult Language Learners --- p.25 === Chapter 2.2.5 --- Language Learning and Socio-cultural Theory --- p.27 === Chapter 2.3 --- Shift in Perspective in Adult Education from Transmission of Knowledge to Transformative Learning --- p.29 === Chapter 2.3.1 --- Different Perspectives on Adult Education --- p.29 === Chapter 2.3.2 --- Mezirow's Transformative Learning Theory --- p.31 === Chapter 2.3.2.1 --- Definition and the Emergence of Mezirow's Transformative Theory --- p.31 === Chapter 2.3.2.2 --- Transformation in Meaning Perspectives and Meaning Schemes --- p.33 === Chapter 2.3.2.3 --- Indication of Transformative Learning --- p.34 === Chapter 2.3.3 --- Recognition of the Value of Lifelong Learning in Hong Kong --- p.36 === Chapter 2.4 --- Summary --- p.37 === Chapter CHAPTER 3 --- METHODOLOGY --- p.39 === Chapter 3.1 --- Introduction --- p.39 === Chapter 3.2 --- Research Design --- p.39 === Chapter 3.3 --- Participants --- p.40 === Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.40 === Chapter 3.3.2 --- Demographic and Language Background --- p.41 === Chapter 3.3.3 --- Profile of Participants --- p.42 === Chapter 3.4 --- Instrumentation --- p.46 === Chapter 3.4.1 --- Focus Group Interviews --- p.47 === Chapter 3.4.2 --- Participant Observation and Informal Conversation --- p.48 === Chapter 3.4.3 --- Semi-structured Individual Interviews --- p.48 === Chapter 3.4.4 --- Survey --- p.51 === Chapter 3.4.5 --- Triangulation of Data --- p.52 === Chapter 3.5 --- Data Collection and Processing --- p.53 === Chapter 3.5.1 --- Open-ended Focus Group Interviews --- p.53 === Chapter 3.5.2 --- Semi-structured Individual Interview --- p.54 === Chapter 3.6 --- Data Analysis --- p.55 === Chapter 3.7 --- Validity and Reliability --- p.55 === Chapter 3.8 --- Ethics --- p.57 === Chapter 3.9 --- Limitations --- p.58 === Chapter 3.10 --- Summary --- p.59 === Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS -SUN AND KRISTY'S STORIES --- p.61 === Chapter 4.1 --- Introduction --- p.61 === Chapter 4.2 --- Sun's Story --- p.62 === Chapter 4.2.1 --- English Learning and Use in Childhood --- p.62 === Chapter 4.2.1.1 --- Influence of Family and Community --- p.62 === Chapter 4.2.1.1.1 --- Parental Influence --- p.62 === Chapter 4.2.1.1.2 --- Influence of Siblings --- p.65 === Chapter 4.2.1.1.3 --- Influence of Community --- p.67 === Chapter 4.2.1.2 --- Formal Schooling (Kindergarten to Secondary Three) --- p.68 === Chapter 4.2.1.2.1 --- Learning Experiences in Formal Schools --- p.68 === Chapter 4.2.1.2.2 --- English Teachers --- p.70 === Chapter 4.2.1.2.3 --- Attitudes Towards Education and English Learning in Formal Schools --- p.73 === Chapter 4.2.2 --- English Language Learning and Use in the Workplace --- p.76 === Chapter 4.2.2.1 --- Recognition and Confidence Gained from the Workplace --- p.77 === Chapter 4.2.2.2 --- Use of English in the Workplace --- p.79 === Chapter 4.2.2.3 --- Attitudes Towards English and English Learning in the Workplace. --- p.81 === Chapter 4.2.3 --- Returning to the English Classroom --- p.81 === Chapter 4.2.3.1 --- Motivation --- p.82 === Chapter 4.2.3.2 --- Attitudes Towards English and English Learning --- p.83 === Chapter 4.2.3.3 --- Investment in Learning English --- p.85 === Chapter 4.2.3.4 --- Influence of Family and Community --- p.88 === Chapter 4.2.3.5 --- English Learning Experiences in Adulthood --- p.93 === Chapter 4.2.3.6 --- Course Instructors --- p.94 === Chapter 4.2.3.7 --- Classmates --- p.96 === Chapter 4.2.4 --- Impact of English Learning at Adulthood --- p.101 === Chapter 4.2.4.1 --- Increased Confidence in Using English --- p.101 === Chapter 4.2.4.2 --- Better Job Opportunities --- p.102 === Chapter 4.2.4.3 --- Better Self-perception --- p.103 === Chapter 4.2.4.4 --- Psychological Well-being --- p.104 === Chapter 4.3 --- Kristy's Story --- p.105 === Chapter 4.3.1 --- English Learning and Use in Childhood --- p.105 === Chapter 4.3.1.1 --- Influence of Family and Community --- p.106 === Chapter 4.3.1.1.1 --- Influence of Parents --- p.106 === Chapter 4.3.1.1.2 --- Influence of Siblings --- p.109 === Chapter 4.3.1.1.3 --- Influence of Community --- p.110 === Chapter 4.3.1.2 --- Formal Schooling (Kindergarten to Secondary Four) --- p.111 === Chapter 4.3.1.2.1 --- Learning Experiences in Formal Schools --- p.111 === Chapter 4.3.1.2.2 --- English Teachers --- p.115 === Chapter 4.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.119 === Chapter 4.3.2 --- English Language Learning and Use at the Workplace --- p.121 === Chapter 4.3.2.1 --- Use of English in the Workplace --- p.122 === Chapter 4.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.123 === Chapter 4.3.3 --- Returning to the English Classroom as an Adult --- p.124 === Chapter 4.3.3.1 --- Motivation --- p.124 === Chapter 4.3.3.2 --- Attitude Towards English and English Learning --- p.125 === Chapter 4.3.3.3 --- Investment in Learning English --- p.125 === Chapter 4.3.3.4 --- Influence of Family and Community --- p.127 === Chapter 4.3.3.5 --- English Learning Experiences in Adulthood --- p.132 === Chapter 4.3.3.6 --- Course Instructors --- p.133 === Chapter 4.3.3.7 --- Classmates --- p.134 === Chapter 4.3.4 --- Impact of English Learning in Adulthood --- p.137 === Chapter 4.3.4.1 --- Increased Self-confidence and Confidence in Using English --- p.137 === Chapter 4.3.4.2 --- Better Job Opportunities --- p.140 === Chapter 4.3.4.3 --- Psychological Well-being --- p.142 === Chapter 4.4 --- Summary --- p.143 === Chapter CHAPTER 5 --- FINDINGS AND ANALYSIS -EVA AND PAM'S STORIES --- p.148 === Chapter 5.1 --- Introduction --- p.148 === Chapter 5.2 --- Eva's Story --- p.150 === Chapter 5.2.1 --- English Learning and Use in Childhood --- p.150 === Chapter 5.2.1.1 --- Influence of Family and Community --- p.150 === Chapter 5.2.1.1.1 --- Influence of Parents and Siblings --- p.150 === Chapter 5.2.1.1.2 --- The Influence of Community --- p.153 === Chapter 5.2.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.155 === Chapter 5.2.1.2.1 --- Learning Experiences in Formal Schools --- p.156 === Chapter 5.2.1.2.2 --- English Teachers --- p.158 === Chapter 5.2.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.166 === Chapter 5.2.2 --- English Language Learning and Use at the Workplace --- p.168 === Chapter 5.2.2.1 --- Use of English at the Workplace --- p.168 === Chapter 5.2.3 --- Returning to the English Classroom as an Adult --- p.168 === Chapter 5.2.3.1 --- Motivation --- p.169 === Chapter 5.2.3.2 --- Attitude Towards English and English Learning --- p.170 === Chapter 5.2.3.3 --- Investment in Learning English --- p.172 === Chapter 5.2.3.4 --- Influence of Family and Community --- p.176 === Chapter 5.2.3.5 --- English Learning Experiences in Adulthood --- p.181 === Chapter 5.2.3.6 --- Course Instructors --- p.181 === Chapter 5.2.3.7 --- Classmates --- p.182 === Chapter 5.2.4 --- Impact of English Learning in Adulthood --- p.184 === Chapter 5.2.4.1 --- Increased Self-confidence --- p.184 === Chapter 5.2.4.2 --- Better Self-perception --- p.187 === Chapter 5.2.4.3 --- Psychological Well-being --- p.189 === Chapter 5.3 --- Pam's Story --- p.190 === Chapter 5.3.1 --- English Learning and Use in Childhood --- p.191 === Chapter 5.3.1.1 --- Influence of Family and Community --- p.191 === Chapter 5.3.1.1.1 --- Influence of Parents and Siblings --- p.191 === Chapter 5.3.1.1.2 --- The Influence of Community --- p.196 === Chapter 5.3.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.197 === Chapter 5.3.1.2.1 --- Learning Experiences in Formal Schools --- p.197 === Chapter 5.3.1.2.2 --- English Teachers --- p.198 === Chapter 5.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.201 === Chapter 5.3.2 --- English Language Learning and Use at the Workplace --- p.203 === Chapter 5.3.2.1 --- Use of English at the Workplace --- p.203 === Chapter 5.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.203 === Chapter 5.3.3 --- Returning to the English Classroom as an Adult --- p.204 === Chapter 5.3.3.1 --- Motivation --- p.204 === Chapter 5.3.3.2 --- Attitude Towards English and English Learning --- p.209 === Chapter 5.3.3.3 --- Investment in Learning English --- p.212 === Chapter 5.3.3.4 --- Influence of Family and Community --- p.215 === Chapter 5.3.3.5 --- English Learning Experiences in Adulthood --- p.217 === Chapter 5.3.3.6 --- Course Instructors --- p.217 === Chapter 5.3.3.7 --- Classmates --- p.220 === Chapter 5.3.4 --- Impact of English Learning in Adulthood --- p.224 === Chapter 5.3.4.1 --- Better Job Opportunities --- p.224 === Chapter 5.3.4.2 --- Increased Self-confidence --- p.224 === Chapter 5.3.4.3 --- Better Self-perception --- p.226 === Chapter 5.4 --- Summary --- p.227 === Chapter CHAPTER 6 --- CONCLUSIONS AND IMPLICATIONS --- p.231 === Chapter 6.1 --- Introduction --- p.231 === Chapter 6.2 --- Guiding Question One --- p.231 === Chapter 6.2.1 --- Difficulties faced at home --- p.231 === Chapter 6.2.2 --- Difficulties faced in school --- p.234 === Chapter 6.2.3 --- Difficulties faced in community --- p.239 === Chapter 6.2.4 --- Impact on adult language learning experiences --- p.240 === Chapter 6.3 --- Guiding Question Two --- p.243 === Chapter 6.3.1 --- Motivation to return to the English classroom in adulthood --- p.244 === Chapter 6.3.2 --- Investment in English learning --- p.245 === Chapter 6.4 --- Guiding Question Three --- p.251 === Chapter 6.4.1 --- Better Job Opportunities --- p.252 === Chapter 6.4.2 --- Increase in Self-confidence and Confidence in Using English --- p.253 === Chapter 6.4.3 --- Better Self-perception --- p.255 === Chapter 6.4.4 --- Psychological Well-being --- p.258 === Chapter 6.5 --- Implications --- p.261 === Chapter 6.5.1 --- For Adult EFL Learners --- p.261 === Chapter 6.5.2 --- For Instructors of Adult EFL Learners --- p.264 === Chapter 6.5.2.1 --- The Potential Personal Qualities of a Good Instructor for Adult EFL Learners --- p.265 === Chapter 6.5.2.2 --- Adult EFL Learners' Needs and Appropriate Teaching --- p.268 === Chapter 6.5.3 --- For Formal School English Teachers --- p.274 === Chapter 6.6 --- Limitations of the Present Study --- p.275 === Chapter 6.7 --- Suggestions for Future Study --- p.276 === REFERENCES --- p.278 === Appendix A Questionnaire - Before Taking Any Adult English Language Course (English Version) --- p.286 === Appendix B Questionnaire 一 Before Taking Any Adult English Language Course (Chinese Version) --- p.290 === Appendix C Questionnaire - At The Present Stage (English Version) --- p.293 === Appendix D Questionnaire - At The Present Stage (Chinese Version) --- p.302 === Appendix E Interview Protocols - Childhood and Formal Schooling --- p.309 === Appendix F Interview Protocols - In Working Life and Adulthood --- p.316 === Appendix G Consent Form (English Version) --- p.323 === Appendix H Consent Form (Chinese Version) --- p.325