FE Research Outline

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Recommended: The importance of motivation in the classroom

In this outline, I will briefly describe my area of focus in my research provided with reasons. Then, I will go on to describe observations that I find inspiring, useful and worth mentioning. The research question will be stated and methods of data collection and respective difficulties will be illustrated thereafter. Finally, I will indicate what I have already read and what I intend to read in the bibliography.

Area of Focus

In my research, I will focus on the area of motivations. It is because in my observation, I found most students on task even they have been misbehaving, let alone what ability they have, what year they study or what lessons they attend. I have never seen this neither in my obervation nor my actual teaching experience. Supervision is neccessary for keeping students on task in Hong Kong. If they stay on-task as much as students in the UK do, teachers can put more effort on teaching rather than making students on task. Therefore, I am interested in looking at different factors contributing to this phenomenon.

Informal Observations

After observing a range of lessons for three days, I could find various differences between education in Hong Kong and the UK in aspects like the teaching styles of teachers, degree of participation of students and the curriculum. Teachers show more patience, tolerance and appreciation upon students than those in Hong Kong. I remembered that a Geography teacher taught rather energetically throughout the whole lesson. He moved around and highly projected his voice to approach every student. Much intonation was also used to raise their attention. Besides, students appeared to be more active compared to those in Hong Kong. They were willing to ask questions and the teacher welcom...

... middle of paper ...

...ategies in the Language Classroom. Cambridge:

Cambridge University Press.

Dörnyei, Z. and Csizér, K. (1998) ‘Ten commandments for motivating language

learners: results of an empirical study’, Language Teaching Research, 2(3), pp. 203-229.

Gower, R., Phillips, D. and Walters, S. (2005) Teaching Practice. Revised edn. Oxford:

Macmillian Education

Humphreys, G. and Sprat, M. (2008) ‘Many languages, many motivations: A study of

Hong Kong students’ motivation to learn different target languages’, An International Journal of Educational Technology and Applied Linguistics 36 (2), pp. 313-335 [Online] DOI: doi:10.1016/j.system.2007.09.010 (Accessed: 26 Feb 2010)

Scrivener, J. (2005) Learning Teaching. Oxford: Macmillan Education

Xie, X. Y. (2009) ‘Why are students quiet? Looking ar the Chinese context and

beyond’, ELT Journal 64(1), pp. 10-20.

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