Based on the L2 Learning Experience in Dörnyei’s L2 Motivational Self System (L2MSS), this study compared and analyzed Hong Kong secondary students’ L2 learning experience and their English learning motivation in online and face-to-face English private tutoring (EPT). Using narrative inquiry, this paper studied twelve Hong Kong secondary students’ L2 learning experiences in online and face-to-face tutoring and investigated their engagement and English learning motivation in different tutoring environments. Through an initial questionnaire and one round of interview, the study revealed that students generally have a poor L2 learning experience in online EPT, wherein the poor language learning experiences disengaged them in the language learning process and formed demotivation in L2 learning. The findings contributed to our understanding of the ‘L2 learning experience’ component in L2MSS and the impact of L2 contexts on students’ L2 motivation. As the study also indicated that there are some irreplaceable elements in face-to-face tutoring (e.g. physical proximity & facial expressions) which could affect students’ L2 learning experience and their engagement, TESOL practitioner and L2 motivation researchers may need to take into account of the learners’ situated contexts or their immediate learning environment when conducting relevant studies on L2 motivation.
|Qualification||Bachelor of Education (Honours)|
|Publication status||Published - 2021|
- Honours Project (HP)
- Bachelor of Education (Honours) (Secondary) – Information and Communication Technology (Five-year Full-time)
- Programme code: A5B057
- Course code: TLS4029