Understanding EFL Students’ Motivation Profiles: Differences in Teachers’ Support for Collaborative Learning and Self-Regulated Learning

• In Event: Centering Teachers as Essential Components of the Learning Environment

Abstract

This study explored the latent profiles of motivation among Hong Kong primary English-as-a-foreign-language (EFL) learners and their associations with teachers’ support for collaborative learning (CL), self-regulated learning (SRL) strategy use, and English achievement. Data was collected from 553 students who participated via questionnaires and an English test. Findings revealed four profiles, labeled “Highly motivated”, “Motivated”, “Moderately motivated”, and “Lowly motivated”. CL well predicted the Highly motivated profile memberships, with best performance in SRL strategy use. Nevertheless, the Highly motivated profile manifested most anxiety, significantly differing from the Motivated profile, with no discernible differences in achievement between them. The study underscores the importance of CL scaffolds to enhance EFL learning motivation, SRL strategy use, and achievement, offering practical insights for educators.

Authors

• Barry Bai, Chinese University of Hong Kong

• Yuhong Jiao, The Chinese University of Hong Kong

• Jing Li, The Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong

• Li Wang, Shenzhen Institute of Education Sciences

• Jiatong Zhang, The Chinese University of Hong Kong

• Jing Wang, Zhejiang University