Teachers' Cognitions on Motivational Practice in Medium of Instruction Settings: Lessons Learned in Using Stimulated Recalls Interviews

This chapter critically reflects on the constraints and affordances experienced in the implementation of stimulated recall interviews (SRIs) for exploring teachers' cognitions on motivational language teaching practice across Hong Kong secondary schools adopting 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, as well as 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 with teacher practice. This was theoretically important because it responded to increased recognition of the role of context in shaping motivation and to 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