Low motivation in the English language and the washback effect of examinations are two crucial factors that can hinder teachers in cultivating a stimulating English learning community, especially in the secondary school context in Hong Kong. The importance of these issues is twofold: first, they can prevent teachers from effectively creating a stimulating English learning environment, and second, they can limit students’ ability to become proficient in the language. This paper will discuss the causes and effects of low motivation, the washback effect of examinations, and possible solutions. It could be claimed that although the consequences of low motivation and the washback effect hamper Hong Kong’s language-rich environment program due to the lack of parental support, materials, stress, and examination’s pressure leading to low focus and memorization.
In the context of SLA, motivation can be defined as enthusiasm or interest in a particular activity. According to Akbarov (2022), low motivation can manifest in various ways, such as disinterest in the learning process, lack of effort in language tasks, and avoidance of English language activities. On the other hand, the washback effect of examinations refers to the unintended consequences of high-stakes tests on teaching, learning, and curriculum (Toti, 2022). Conversely, the washback effect of examinations refers to the unintended consequences of high-stakes tests on teaching, learning, and curriculum (Toti, 2022). This phenomenon can include an over-emphasis on specific aspects of the language tested, a lack of attention to other language aspects that are not tested, and the potential for increased pressure or anxiety in students taking the tests.
Furthermore, it is useful to analyze the SLA motivation of the target students’, which are the secondary school students in Hong Kong. As such, the environment of the target students is characterized by a competitive academic environment and high expectations for students. English is a mandatory subject in all secondary schools, and the publicly-administered Hong Kong Diploma of Secondary Education (HKDSE) Examination is a vital component of the assessment process (Wang, 2020). Schools in Hong Kong are expected to create a language-rich environment for their learners, and the Curriculum and Development Council (CDC) provides detailed guidelines for teachers to follow (Wang, 2020). This document outlines several suggestions for teachers in the classroom and school, such as providing resource materials, decorating classrooms, and fostering a lively atmosphere through daily routines and special occasions (The Hong Kong CDC, 2004). Hence, English is seen as a necessary skill for success, which influences the motivation of the target students significantly. As a result, implementing recommendations by the CDC may be hindered by students’ low motivation in the English language, while HKDSE might cause the washback effect of examinations.
The causes of low motivation in SLA students can be attributed to a number of factors. According to Krashen’s (1982) Affective Filter Hypothesis, an effective language-learning environment should be both relaxed and stimulating in order to reduce the affective filter and promote successful language learning. This thought can be noticed in Schumann’s (1978) The Acculturation Model of Second Language Acquisition, which states that successful language learning depends upon the degree of acculturation of the learner. In other words, successful language learning requires an environment that is both comfortable and stimulating in order to facilitate successful acculturation. Thus, parents, teachers, and schools need to create a language-rich environment in order to reduce the affective filter and promote successful language learning.
Moreover, lack of parental support, resources, and pressure from examinations are identified by the literature as the most common reasons of low motivation. Parents play a significant role in their children’s education, and when they are not actively involved or supportive of their children’s learning, it can have a dramatic impact on a student’s level of motivation (Silinskas & Kikas, 2019). It is also not uncommon for students to feel discouraged when their parents are not supportive of their academic pursuits, leading to feelings of inadequacy and frustration (Silinskas & Kikas, 2019). Additionally, a lack of parental support can impede teachers’ implementation of the recommendations from the Hong Kong CDC (2004). With parental involvement and support, teachers may find it easier to promote a language-rich environment where students are encouraged to interact with each other and the NETs in English and are provided with an English-rich environment in the classroom and at home.
Furthermore, inadequate resources and materials can impede learning and lead to decreased motivation. This problem can be especially challenging for students who do not have access to technology or the internet or who lack access to a library or other learning resources (Regmi & Jones, 2020). Moreover, students from lower-income households may be disadvantaged due to the lack of availability of these types of resources (Regmi & Jones, 2020). This issue can lead to an inability to engage in the learning process, which can cause them to become discouraged and unmotivated. Furthermore, the lack of resources can make it difficult for teachers to implement the recommendations from Hong Kong CDC (2004). These include providing learners with an English-rich environment in the classroom and at home and fostering a lively and encouraging school and classroom atmosphere.
In addition to the lack of parental support and inadequate resources, the pressure from examinations can negatively impact students’ motivation in English language learning. Examinations and assessments can cause a large amount of stress and anxiety to students, thus leading to a decrease in motivation and morale (Pascoe et al., 2019). This effect can have a huge toll on the physical and mental well-being of the student, leading to a sense of helplessness and lack of control over their own life. In addition, the fear of failure can lead to students losing their self-confidence and feeling inadequate to complete the tasks at hand (Pascoe et al., 2019). The pressure from examinations can significantly impact the implementation of the recommendations from the Hong Kong CDC (2004). Excessive focus on examination scores can lead to students feeling overwhelmed, decreasing motivation and engagement in the learning process.
Furthermore, the effects of low motivation can be seen in several areas. Poor academic performance is one of the most common consequences, as students who are not motivated to learn are less likely to succeed in their studies (Tokan & Imakulata, 2019). Additionally, students with low motivation may suffer from a decrease in self-esteem and confidence as they are not able to meet their own academic goals. Finally, low motivation can lead to reduced engagement in learning activities, as students may become disinterested in the material or find it too difficult to comprehend (Tokan & Imakulata, 2019). Conclusively, the consequences of low motivation are far-reaching and can be seen in academic performance, self-esteem, and engagement in learning activities.
Moreover, the washback effect of examinations can be detrimental to the teaching and learning process. For example, Shih (2009) discussed the washback effect of the GEPT (General English Proficiency Test) on teaching in two applied foreign language departments at two universities in Taiwan. Shih found that the GEPT requirement had a minor and teacher-specific impact on teaching practices and that the degree of washback was determined by the objectives of the course, the relation of the course to the school’s policy, and teacher factors such as beliefs in the role of formal schooling and perceptions of the test. Shih also proposed a tentative model to schematize the washback of tests on teaching, which integrated contextual factors, test factors, and teacher factors.
Furthermore, research suggests that teachers may be more likely to focus on teaching to the test rather than teaching the material in a meaningful and engaging way due to the washback effect. This strategy can lead to rote memorization and a lack of critical thinking skills, as students are not encouraged to explore the material in depth or to apply it to real-life situations (McKinley & Thompson, 2018). In addition, the pressure from examinations can lead to an overemphasis on specific aspects of the language that are tested, a lack of attention to other language aspects that are not tested, and a lack of time for teachers to engage in activities that foster student motivation and engagement (McKinley & Thompson, 2018). In my school context, I have observed that the use of examinations has led to an increased focus on memorization and rote learning, rather than critical thinking and problem solving skills. This has been particularly evident in my school’s English classes, where the focus has shifted to memorization of vocabulary and grammar rules rather than the development of writing skills.
Additionally, research has also suggested that examinations can have a negative impact on student motivation. The study found that students often become disengaged from their studies when examinations are used as a tool for assessment, as they become focused on the grade rather than on the learning process (McKinley & Thompson, 2018). This issue is evident in my school context, where students are often more focused on getting a good grade in the examinations than on developing their learning. Finally, research by Ha (2020) has found that examinations can lead to a change in the way students approach their studies. The research found that when examinations are used, students tend to focus on memorization and rote learning, rather than on deeper understanding and application of knowledge. This is evident in my school context, where students often focus on memorizing facts and grammar rules rather than on developing a deeper understanding of the subject matter.
In conclusion, low motivation and the washback effect of examinations can significantly impact the teaching and learning process in secondary schools in Hong Kong. The students suffer from low motivation due to the lack of parental involvement, availability of resources, and stress from assessments. The literature supports the idea that examinations can have a negative washback effect on teaching and learning. In my school context, I have observed that the use of examinations has led to an increased focus on memorization and rote learning, a decrease in student motivation, and a change in the way students approach their studies.
References
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