Language learning motivation, learner agency, and the medium of instruction

Recent conceptualizations of language learning motivation have highlighted its dynamic and contextual nature. Yet the role L2 context in shaping remains under-explored. This study adopts an agency perspective to examine emerging motivational orientations across diverse medium instruction settings. The present reports findings from a survey 3854 secondary-school English learners three types instructional setting (English medium, Chinese mixed medium) Hong Kong. Hierarchical regression modeling points differential effect on attainment settings emergence internal structures motivation. Differences played by agentic nonagentic are discussed implications outlined for theorizing teaching practice.