Investigating Chinese High School Students' Motivation, Learning Engagement, and Language Achievement in the English Classroom

dc.contributor.authorHao, Yaqien
dc.contributor.departmentEducationen
dc.contributor.supervisorCheng, Liyingen
dc.date.accessioned2018-06-27T18:51:47Z
dc.date.available2018-06-27T18:51:47Z
dc.degree.grantorQueen's University at Kingstonen
dc.description.abstractThis study investigated Chinese high school students’ motivational orientations as measured by Self-Determination Theory (SDT), and the extent to which motivational orientations contribute to learning engagement and language achievement in the English as a Foreign Language (EFL) classroom. 390 high school students from Grade 11 at one secondary school in northern China completed a paper-based questionnaire that measures SDT motivational orientations, learning engagement, and self-perceived English proficiency. Their most recent English course test score was also collected as a language achievement indicator. The data was quantitatively analyzed to address the research questions. The results identified four dimensions of SDT motivational orientations and two factors of learning engagement among these Chinese high school English learners, and revealed extensive associations among motivational orientations, learning engagement, and their language achievement. Intrinsic motivation was confirmed to predict positive learning engagement and a high level of language achievement. Introjected regulation was noted to be a minor contributor to English test score. Compared to learning engagement, SDT motivational orientations remained to be strong determinants in contribution to various language achievement across all effective indicators, such as self-perceived language proficiency and test score. This study is important in addressing the foreign language motivation research gap of individual difference with a younger age group of high school students and within a unique English as a Foreign Language learning context in China.en
dc.description.degreeM.Ed.en
dc.identifier.urihttp://hdl.handle.net/1974/24288
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectMotivationen
dc.subjectLearning Engagementen
dc.subjectLanguage Achievementen
dc.subjectSelf-Determination Theoryen
dc.subjectEnglish as a Foreign Languageen
dc.titleInvestigating Chinese High School Students' Motivation, Learning Engagement, and Language Achievement in the English Classroomen
dc.typethesisen
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