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The effect of stoichiometry and deposition conditions on the properties of amorphous copper oxide thin films prepared by reactive magnetron sputtering
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The aim of the present study is to explore the motivational factors of Hong Kong
vocational students in learning English. A qualitative case study approach was
employed with a combination of surveys with self-completion questionnaire,
semi-structured interviews and diary notes.
The research, which was carried out in two phases from September to June 2005-6 in
one academic year, had the objective of examining whether there was any change of
motivation for learning English. Ten students from a vocational institute were selected
for the interviews, each were interviewed twice. They were also invited to write diaries,
and to record their daily English activities. The data collected were used to triangulate
with the interview findings when analyzing the results.
The study was initiated by studentsâ differences in learning attitudes and the variations
in their standard of English. Research on motivation for, and attitudes towards learning
English reveal that instrumental and intrinsic motivations often apply to secondary
school and tertiary-level learners, but prior to this study the research did not extend to
vocational students in Hong Kong.
The findings show that vocational students not only have strong instrumental motivation
for learning English but also have intrinsic motivation. It was apparent that in the
process of their learning English, participants regarded English as a functional language
which was tied up with their career. This finding is the same as that of previous research
on attitudes towards learning English of Hong Kong students. In addition, vocational
studentsâ motivation for learning English was found to be influenced and encouraged by
many factors, particularly significant others, such as parents. The present study will
enable English teachers to have a greater understanding of vocational studentsâ motives
for learning English. This could help to improve teaching strategies, teaching materials
and language policies; and, thus, enhance more effective learning of English in the
vocational setting of Hong Kong
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