Using a Situative Approach to investigate Motivation to Learn English:  A Justification for the Methodological Choice

Sirui Gong

Using a Situative Approach to investigate Motivation to Learn English: A Justification for the Methodological Choice

Sirui Gong^* (Corresponding Author)

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Published conference contribution

Abstract

This paper aims to present the rationale for adopting a situative perspective as the primary investigative approach, presents a snapshot of the author’s theoretical framing before data collection, and serves as a source for self-reflection. Since the theoretical framing process is ongoing, the arguments presented in this paper are tentative and subject to revision.
Because this paper is a theoretical discussion, it does not provide detailed operational information or conclusive findings, since data analysis had only just begun at the time of writing. This paper is a written account of the oral presentation given at the 4th Annual Imagine Better Education Conference, hosted by the School of Education of Durham
University 20th & 21st October 2022.

Original language	English
Title of host publication	Imagining Better Education
Subtitle of host publication	Conference Proceedings 2022
Editors	Holly Bennion, Harriet Broadfoot, Keji Fan, Tong Meng, Yuanya Zhang, Qiandong Zhou
Place of Publication	Durham
Publisher	University of Durham
Pages	32-47
Number of pages	16
ISBN (Electronic)	978-0-907552-40-6
Publication status	Published - 1 Jun 2023
Event	Imagining Better Education 2022 - Durham, United Kingdom Duration: 20 Oct 2022 → 21 Oct 2022

Publication series

Name	Imagining Better Education

Conference

Conference	Imagining Better Education 2022
Country/Territory	United Kingdom
City	Durham
Period	20/10/22 → 21/10/22

Bibliographical note

I would like to express my sincere gratitude to the School of Education at the University of Aberdeen for providing me with funding to attend the IBE conference in Durham in October 2022. I would like to thank Professor Matthew Clarke for his generous offer to assist with this manuscript, as well as Dr Helen Martin, the chief editor of Education in the North, for her golden touch on the final version. I would like to extend my appreciation to my supervisors, Dr Colin Christie and Dr David Johnston, for their unwavering support, valuable guidance, and enduring patience throughout my PhD studies over the past two-and-a-half years

Keywords

situative approach
L2 motivation
constructivism
mainland China
grade seven students

Access to Document

https://durham-repository.worktribe.com/output/1675899Licence: Unspecified

Cite this

Gong, S. (2023). Using a Situative Approach to investigate Motivation to Learn English: A Justification for the Methodological Choice. In H. Bennion, H. Broadfoot, K. Fan, T. Meng, Y. Zhang, & Q. Zhou (Eds.), Imagining Better Education: Conference Proceedings 2022 (pp. 32-47). (Imagining Better Education). University of Durham. https://durham-repository.worktribe.com/output/1675899

Using a Situative Approach to investigate Motivation to Learn English: A Justification for the Methodological Choice. / Gong, Sirui (Corresponding Author).
Imagining Better Education: Conference Proceedings 2022. ed. / Holly Bennion; Harriet Broadfoot; Keji Fan; Tong Meng; Yuanya Zhang; Qiandong Zhou. Durham: University of Durham, 2023. p. 32-47 (Imagining Better Education).

Research output: Chapter in Book/Report/Conference proceeding › Published conference contribution

Gong, S 2023, Using a Situative Approach to investigate Motivation to Learn English: A Justification for the Methodological Choice. in H Bennion, H Broadfoot, K Fan, T Meng, Y Zhang & Q Zhou (eds), Imagining Better Education: Conference Proceedings 2022. Imagining Better Education, University of Durham, Durham, pp. 32-47, Imagining Better Education 2022, Durham, United Kingdom, 20/10/22. <https://durham-repository.worktribe.com/output/1675899>

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