Mairin Hennebry-Leung – författare

Drawing on quantitative and qualitative data from teachers and students in Hong Kong’s secondary schools, this book examines critical questions in relation to language learning motivation and instructional contexts. Readers are provided with a critical overview of developments in theory and research on language learning motivation and the potential to further extend these developments.Grounded in the Douglas Fir Group conceptualization of language learning, the book explores the complex interplay of diverse factors that shape learners’ motivation. It offers a unique window into the situated nature of language learning motivation in the macro, meso, and micro contexts of a Chinese heritage society. In so doing, it brings the Chinese voice into the theorization of this important language learning construct. Potential future research avenues are suggested, and implications for policy and practice are discussed.This book will be a useful resource for academics and postgraduates interested in the fields of English as a second language (ESL), English language teaching, language teaching and learning.

Drawing on quantitative and qualitative data from teachers and students in Hong Kong’s secondary schools, this book examines critical questions in relation to language learning motivation and instructional contexts. Readers are provided with a critical overview of developments in theory and research on language learning motivation and the potential to further extend these developments.Grounded in the Douglas Fir Group conceptualization of language learning, the book explores the complex interplay of diverse factors that shape learners’ motivation. It offers a unique window into the situated nature of language learning motivation in the macro, meso, and micro contexts of a Chinese heritage society. In so doing, it brings the Chinese voice into the theorization of this important language learning construct. Potential future research avenues are suggested, and implications for policy and practice are discussed.This book will be a useful resource for academics and postgraduates interested in the fields of English as a second language (ESL), English language teaching, language teaching and learning.

Designed to support you on your next major research project, this book brings together authors from a range of diverse contexts and career stages to share their own research reflections and their extensive experience supporting graduate students in conducting independent research projects.Covering a range of research approaches and methods, this book provides the perfect research companion, guiding you through the principles of research design and research ethics, taking you through the planning stages and into the methodological approaches and their common applications. With worked examples, visuals, research scenarios, case studies, reflections, tasks, reflective activities, key takeaways and tips for further reading, this is a comprehensive how-to guide to suit a range of international research contexts and provide the skills and inspiration to undertake your research with rigour, precision and confidence.

Designed to support you on your next major research project, this book brings together authors from a range of diverse contexts and career stages to share their own research reflections and their extensive experience supporting graduate students in conducting independent research projects.Covering a range of research approaches and methods, this book provides the perfect research companion, guiding you through the principles of research design and research ethics, taking you through the planning stages and into the methodological approaches and their common applications. With worked examples, visuals, research scenarios, case studies, reflections, tasks, reflective activities, key takeaways and tips for further reading, this is a comprehensive how-to guide to suit a range of international research contexts and provide the skills and inspiration to undertake your research with rigour, precision and confidence.

This book explores the relationship between language education and citizenship through theoretical and pedagogical lenses, examining existing language education provision in the context of the needs of today’s learners and societies. The robust analytical framework developed in the opening chapters provides the foundation for a range of practical suggestions for making the integration of language and citizenship a dynamic reality in the classroom.