ABSTRACT
This chapter critically reflects on the constraints and affordances experienced in the implementation of stimulated recall interviews (SRIs) used to explore teachers’ cognitions on motivational language teaching practice across Hong Kong secondary schools that are adopting a diverse medium of instruction (MOI). The study in which this chapter is grounded adopted a multi-variate perspective to examine the interplay between MOI, as a key feature of the learning context, and learners’ language learning motivation (LLM). The study gathered data on students’ language learning motivational orientations, their language learning self-efficacy, and their personality traits in addition to gathering data on teachers’ practices and their cognitions on motivational teaching practice. A key element of the study was to understand the extent to which MOI, as a key feature of the learning environment, interacted with learner motivation and teacher practice. This was theoretically important because it increased recognition of the role context plays in shaping motivation and of the existing gaps in the field with relation to teacher motivational practice. Informing a richer understanding of Hong Kong school learners’ LLM was also of significance for policy and practice.
