This study investigated the motivation of English learning among high school students in China. Half of the 40 participants received traditional English education and the other half received immersion education. The study compared the learning motivations of the two groups and analyzed the differences between the two sets of data. In addition, the research examined the participants' perceptions, attitudes and opinions on the two teaching methods. The study collected the data needed for quantitative analysis through questionnaires, and obtained the data needed for qualitative analysis through interviews. The questionnaires were quantitatively analyzed by SPSS, while the interviews were analyzed by identifying the key paragraphs or sentences through transcription. The result of quantitative data analysis showed that there was no significant difference in the motivation of students between two teaching methods, but the results of the interviews showed that students who received immersion education were more likely to have an interest in English learning, resulting in stronger internal motivation. The main reason for this situation is that immersion education has distinct selection criteria in terms of teachers, teaching activities and teaching materials, and these changes may have some positive effects on learners. The self-satisfaction and sense of accomplishment that learners gained in this process may provide continuous motivation for the future learning tasks.
Wan Qin, University of Aberdeen, United Kingdom
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACEID2021 Conference Proceedings (View)
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