Enhancing Learning Motivation through Interdisciplinary Thematic Instruction: A Practitioner’s Perspective from Hong Kong (2024)
This is one of my essays from my Master’s in Education program. It focuses on implementing my Innopower project in 2018–2019. I hope to share it with the Innopower community and interested educators.
1. Introduction
In my tenure of over 16 years as a teacher at a secondary school located in a newly developed area of the New Territories, Hong Kong, I have observed that the fundamental reason behind many students’ low academic achievement lies in their diminished learning motivation. These students mostly hail from disadvantaged backgrounds, characterised by lower socioeconomic status, which results in a comparatively weaker awareness of their learning requirements and career aspirations compared to their peers in more developed areas of Hong Kong.
The educational culture in Hong Kong is deeply influenced by Confucian ideals, placing extreme emphasis on examination and academic success. The prevailing perception among schools, parents, and students is that the value of education lies in students’ achievements within the peer competition. Consequently, education is viewed as the primary tool for societal advancement, with the competitive nature of academic pursuits often overshadowing students’ developmental needs and personal growth (Wu & Mok, 2017).
Against this backdrop, during the 2018–2019 academic year, I conducted a pedagogical experiment that entailed a large-scale interdisciplinary thematic teaching approach for the Secondary 2 cohort, aimed at enhancing student learning motivation. Initially, I led the implementation of instructional strategies to boost student motivation, such as altering classroom arrangements, modifying daily learning routines, and conducting regular learning reflections. Subsequently, all instructors teaching the Secondary 2 cohort collaborated on the common theme of “The Song Dynasty of China,” employing an activity-based teaching approach for interdisciplinary thematic instruction. This instructional plan was executed over the duration of September 2018 to June 2019. Both participating teachers and students perceived notable improvements in student learning motivation and academic outcomes.
In this article, I aim to explore how my instructional design influenced student learning motivation within the aforementioned practice. By adopting an action-oriented approach, I intend to elucidate the relationship between these instructional designs and the enhancement of student learning motivation. Through a retrospective analysis of past pedagogical practices, I seek to identify instructional methods beneficial for both teachers and students.
2. Literature Review
2.1 Social and Cultural Values Influence on Learning Motivation
The educational system in Hong Kong is heavily influenced by traditional Chinese societal values, which prioritise collectivism over individualism in the learning culture. Particularly emphasised in pedagogical practices is the importance of diligence in achieving learning outcomes. These values shape students’ motivational styles concerning learning, particularly in how they approach academic tasks and engage in overall learning activities. For academically high-achieving students, these cultural values positively reinforce their acceptance and manifestation of specific motivational styles associated with higher academic performance. However, for students with low learning motivation, these cultural values may lead to increased dissatisfaction and frustration in school, as they may be more inclined to pursue personal interests rather than merely conforming to collective or cultural expectations. Poor academic performance can further exacerbate their dissatisfaction and self-doubt. Due to the cultural emphasis on academic achievement, these students may experience pressure and anxiety from failing to meet expected academic standards. Additionally, cultural values also influence parental expectations, contributing to a vicious cycle where students feel pressure and anxiety from failing to meet these expectations, thereby further weakening their learning motivation (Sit et al., 2013).
2.2 Self-Efficacy in Learning
Research indicates that students’ learning motivation is influenced when they lack confidence in their learning abilities. Specifically, students with low self-efficacy struggle with learning tasks, leading to a lack of initiative and interest in learning. This diminished self-efficacy is closely associated with their learning outcomes, impacting their learning attitudes and motivation. Low self-efficacy is not only linked to students’ learning motivation but also directly correlates with their academic performance. Students with lower self-efficacy tend to score lower in assessments, further reducing their confidence and perpetuating a negative cycle. Typically, students with low self-efficacy rely on external motivation to drive their learning, such as striving to improve exam scores, rather than intrinsic motivation, such as interest in learning or satisfaction derived from learning. This reliance on extrinsic motivation may limit their deep engagement and long-term interest cultivation in the learning process (Lau, 2019).
Moreover, students with low self-efficacy in learning often tend to question the usefulness of learning strategies, which diminishes their motivation to adopt these strategies. Many academically low-achieving students use fewer learning strategies such as learning planning, self-monitoring, and feedback application. These students lack confidence in their ability to use learning strategies to complete learning tasks, directly affecting their likelihood of adopting effective learning strategies in the learning process. Conversely, students with higher self-efficacy typically employ more self-regulated learning strategies, thereby enhancing their learning motivation and performance (Bai & Guo, 2021).
2.3 Self-Directed Learning
Research indicates that increasing opportunities for student self-directed learning, whereby students have greater control over the learning process, can effectively enhance learning motivation. Self-directed learning encompasses guiding students in learning strategies and creating supportive learning environments to facilitate autonomous learning in the classroom. Throughout this process, teachers need to instruct cognitive and metacognitive strategies, encourage student autonomy through cooperative learning activities, and promote student reflection through self and peer-assessment activities. Employing self-directed learning in instruction can prompt students to achieve learning objectives more proactively and organised, including goal setting, activating behaviours, cognition, and emotions.
Students should engage in continuous reflection throughout the learning process. Teachers should clearly communicate learning assessment standards to students and regularly involve them in self-assessment and peer assessment activities, thus promoting student self-monitoring and evaluation of their own learning. Through the application of self-directed learning strategies, students can more effectively manage their learning processes, thereby enhancing learning outcomes and motivation (Lau, 2020).
2.4 Interdisciplinary Theme-Based Learning
Interdisciplinary theme-based learning is an instructional approach that integrates knowledge and skills from different disciplines by selecting specific themes, aiming to provide a more meaningful learning experience. This method integrates skills from various subjects into a single theme, making learning more meaningful and enabling students to receive information comprehensively. This learning approach emphasises students’ activities during the learning process more than traditional learning methods. Theme-based learning focuses on student engagement in the learning process, fostering creativity and a willingness to learn. Students not only acquire knowledge but also learn to apply it, live with it, and interact with others. This learning model encourages students to explore problems from multiple disciplinary perspectives, promoting the integration and application of knowledge, thereby enhancing the relevance and practicality of learning. Importantly, theme-based learning can enhance students’ attention, relevance, confidence, and satisfaction, effectively cultivating their learning motivation (Utama, 2020).
Moreover, theme-based learning can enhance communication and collaboration among students, as they need to discuss and solve problems together while exploring interdisciplinary themes. This interaction encourages active participation in the learning process, thereby enhancing their learning motivation. By providing diverse learning experiences and promoting students’ holistic development, theme-based learning educates not only on the knowledge level but also on emotional and social skills, thereby enhancing students’ overall learning motivation. Additionally, theme-based learning often increases the relevance of learning to students’ lives by linking learning content to real-life situations. When students see the practical value of learning content in their lives and future goals, their motivation to learn increases. Furthermore, when students are involved in the decision-making process of curriculum design and learning activities, they feel a greater sense of control and belonging, which is crucial for enhancing learning motivation (Balaș, 2016).
3. Theoretical Framework
In my research project, I will adopt Social Constructivism as the theoretical framework. Social Constructivism emphasises that knowledge is constructed through social interactions in societal contexts. This theory underscores the significance of collaborative learning, dialogue, and social interaction in the process of knowledge construction. As a theoretical framework, Social Constructivism emphasises that knowledge is socially constructed through interactions (Schreiber & Valle, 2013). It highlights the subjectivity of learners, encourages their participation in social practices of learning, advocates for equality between teachers and students, and posits that knowledge emerges from genuine social interactions. This stands in contrast to the traditional teacher-centred approach, where students are passive recipients.
In my research topic, Social Constructivism can be applied to analyse how self-directed learning and interdisciplinary thematic teaching influence students’ learning motivation. Social Constructivism suggests that students construct knowledge collaboratively through interactions with peers and teachers, leading to a deeper understanding and absorption of learning materials. During the process of teaching on the theme of “Chinese Song Dynasty,” students are not mere recipients of knowledge but active participants. Guided by teachers, they engage in discussions, collaboration, and critical thinking to explore multifaceted issues related to the theme. This teaching approach not only facilitates students’ deeper understanding of disciplinary knowledge but also sparks their interest in learning and enhances their motivation. These are direct manifestations of Social Constructivism in educational practice (Peschl et al., 2014).
4. Methodology
In this research, I intend to utilise autoethnography as my methodological approach. Autoethnography is a research and writing methodology aimed at describing and systematically analysing personal experiences to comprehend cultural phenomena. My application of this method will integrate the principles of autobiography and ethnography to conduct and compose an autoethnographic narrative (Ellis, 2004; Ellis et al., 2011).
In this autoethnographic study, I will adopt Living Educational Theory as a specific formative method for reflective practice. Living Educational Theory, proposed by Jack Whitehead in the 1980s, aims to describe and explain educational practices. Grounded in action research methodology, teachers establish a Living Educational Theory by reflecting on their educational values and subsequently developing practices. This method advocates for a practice-oriented research approach, emphasising theory emerging from practice rather than guiding practice. Teachers, as researchers, reflect on their practices through action research, constructing their own Living Educational Theory based on personal educational practices and values. Through this process, teachers can address practical issues in teaching practice, such as “How can I improve the educational process here?” and promote their professional development (Branch, 2022).
During this process, data collection will originate from reflective writing based on my past experiences and reviewing contemporaneous photographs, videos, and media interviews. The Photo-Elicitation Method is one of the methods I will employ in analysing data, using photographs as stimuli to evoke memories, reactions, insights, and emotions. This method facilitates a deeper exploration and reflection on personal experiences and feelings, contributing to the generation of richer and multi-layered data (Shaw, 2013). In addition to photographs, I will also utilise imagery as a tool to deepen reflection. Using videos can assist researchers in exploring personal experiences more deeply, particularly those related to emotions or social issues. This can enhance the richness and multidimensionality of self-narratives, providing a more comprehensive understanding of self and culture (Scarles, 2010).
Another method is Reflective Journal writing. Reflective Journal writing is a formal or informal record of personal thoughts; reflective practice requires learning from professional experiences through practice (Booth & Brice, 2004; Owen & Watson, 2015). These reflective writings will assist in organising and critically examining my practical experiences and reflections during this period. Throughout the process, I will refer to Kolb (2014) experiential learning model and engage in reflective writing according to the sequence of questions such as “What?”, “So What?” and “Now What?”. “What?” involves the manner in which events occurred, the concept behind the designed teaching strategies, and describing how I implemented my teaching strategies throughout the process. “So What?” pertains to the significant insights gained post-teaching practice and experiences related to this pedagogical implementation. “Now What?” concerns what I have learned from my teaching practices and how I can apply these learnings to future pedagogical endeavours.
5. Data Analysis
Thematic Coding is a commonly used method in qualitative research for identifying, analysing, and interpreting themes within data. This analytical approach is particularly suited for exploring and interpreting deep narrative and textual data, such as interview transcripts and textual documents. During the process of thematic coding, researchers encode the data to uncover significant themes, which are then synthesised and refined to develop a comprehensive understanding of the data (Clarke & Braun, 2021). In this study, I will identify core themes related to learning motivation through the analysis of reflective journals on teaching practices and student feedback.
Visual analysis focuses on understanding how images convey information and emotions. Rose (2022) suggests that visual materials can reveal different aspects compared to textual narratives, such as emotions and social dynamics. I will employ visual analysis to explore photographs and videos used in teaching scenarios, analysing how these visual data reflect student engagement and learning motivation.
Narrative analysis centres on the structure and meaning of stories, examining how narratives construct identity and experience reality. This analysis emphasises the selection, organisation, connection, and evaluation of events within stories, all aimed at expressing meaning to specific audiences. Narrative analysis can uncover how individuals understand and present their experiences through storytelling (Stephens & Breheny, 2013). I will utilise narrative analysis to examine the stories of teachers and students, understanding how they experience and reflect on interdisciplinary learning activities.
6. Findings
6.1 Self-Directed Learning: The Importance of Communication
Self-directed learning plays a pivotal role in my Living Educational Theory. It represents a profound understanding of education and the practical embodiment of personal values. Self-directed learning transcends mere instructional strategies; it embodies an educational philosophy that places students at the centre of the learning process, empowering them to explore, contemplate, and create knowledge autonomously.
“I believe that in the 21st century, the most important skill for students is mastering communication; learning to communicate is learning. The role of teachers, besides imparting knowledge, is primarily to teach students how to learn; and the only way to achieve this goal is by teaching students how to communicate.”
I particularly emphasise the impact of communication on students’ development of self-directed learning abilities and habits. Within the educational framework of Hong Kong, characterised by high-pressure assessments and examinations, many teachers tend to rely on didactic methods in class to control instructional time. Post-class assessments, such as extensive homework assignments and intensive testing, further monitor student learning progress. In such circumstances, most students tend to passively follow instructions and learn rather than actively exploring their own interests and directions.
6.1.1 Student-Teacher Communication: Initiating Learning
I frequently refer to Edgar Dale’s Pyramid of Learning to explain to students and fellow teachers the practical application of self-directed learning in the classroom. It goes beyond students independently reading and digesting knowledge; it primarily involves students consciously engaging in classroom learning activities designed by teachers. In this way, effective learning can truly occur. Throughout this process, I consistently emphasise to collaborating teachers that shifting from traditional didactic teaching methods to those emphasising communication, such as group discussions and hands-on activities, can significantly enhance learning outcomes.
In this direction, my team and I gradually realised that the development of self-directed learning abilities and habits requires guidance from teachers. Students cannot inherently understand self-directed learning; hence, the guidance provided by teachers in instructional design is crucial for fostering these abilities and habits. Additionally, the curriculum can be divided into collaborative learning and self-learning components. Subject curricula do not need to be inseparable monoliths; instead, less demanding learning tasks can be delegated to students for self-study, thereby saving class time while cultivating self-directed learning abilities and habits. In this scenario, teachers not only serve as knowledge disseminators but also as designers of learning tasks. By activating students’ motivation through learning tasks, teachers may achieve higher teaching efficiency compared to relying primarily on lectures.
6.1.2 Student-Student Communication: The Learning Process
“Communication between teachers and students is the starting point of student learning. The difference between designing and implementing learning tasks and traditional lecturing lies in whether students actively discover knowledge or passively receive information. Once students develop proactive learning habits, the amount of class time teachers need for management significantly decreases, and students’ disinterest in coursework may also improve.”
This implies that students need sufficient time in the classroom for discussion and collaborative learning. The learning tasks assigned by teachers must be challenging yet manageable for students, who should be able to complete them and provide reports and presentations. This involves the integration of content learning, which I elaborate on in interdisciplinary teaching. Instead of focusing solely on content integration, I redirect attention to modifying classroom designs to facilitate open discussion spaces. One direction I propose is:
“Replace the traditional paired seating arrangement with a U-shaped layout conducive to student discussion, leaving space in the middle to minimize the distance between teachers and students, with each student seated in front of the teacher.”
This arrangement maximises opportunities for student-to-student learning and guidance, fostering a collaborative learning atmosphere in the classroom. It enables high-achieving students to lead and motivate low-achieving peers to catch up, as well as allowing the former to practice teaching others and further consolidate their own learning. Another change is:
“Modification of classroom bulletin boards to showcase student coursework: not only excellent work but also displaying all student projects, enabling every student to observe and comment on learning outcomes, reinforcing awareness of collaborative learning.”
Through consistent efforts in sharing learning outcomes, teachers create situations in daily life where students enhance their communication skills and express their thoughts. This practice also strengthens relationships among students and between students and teachers, facilitating collaborative learning and self-study among students.
6.1.3 Student-Self Communication: Internalization of Learning
“After various forms of communication, students ultimately need to communicate with themselves. This process of self-communication is the internalisation of learning, truly incorporating knowledge into their worldview, and is the final step in developing self-learning habits.”
During that time, I collaborated with students to reference different textbooks and explore note-taking techniques. I suggested that students organise their notes conceptually: segregating classroom learning, textbook concepts, and their own insights into different sections and connecting concepts using highlighters, dotted lines, and solid lines. Another aspect involves summarising unit highlights into detailed points. Through this process of self-directed exploration, students gradually found their rhythm for studying and reviewing. They informed me that previously, studying involved sitting at their desks and memorising books; however, after learning to take notes, although the time spent studying remained the same, the efficiency significantly increased.
Through note-taking, I aim to train students in practical self-learning methods: if students make their notes after each class, their ability and habit of self-learning can undoubtedly be successfully cultivated over time.
6.1.4 Student-World Communication: The Essence of Learning
“In essence, learning entails communication with different individuals and understanding the insights discovered by predecessors. We learn to communicate with previous generations, exchange their experiences and methods of understanding the world, and subsequently construct our worldview. This is the essence of learning and the reason why we need interdisciplinary learning.”
I believe that teachers from different disciplines need to be organically integrated, offering opportunities for students to apply knowledge acquired in different subjects through themes, activities, and learning tasks. Students should express their views on the world and even engage in hands-on activities to construct their ideal world, enabling their learning to transcend textbooks and pen-paper, thus truly integrating knowledge into their lives. Therefore, in addition to self-directed learning, interdisciplinary teaching is also essential.
6.2 Theme-Based Interdisciplinary Learning
In my pedagogical practice, theme-based interdisciplinary learning plays a central role, particularly in stimulating students’ learning motivation and engagement. Through interdisciplinary integration, students can understand knowledge from multiple perspectives, thereby enhancing the depth and breadth of learning. My instructional practice spans various subjects, including Chinese Language, Chinese Literature, Mathematics, Geography, History, Chinese History, Science, Computer Science, Technology and Life, General Studies, Physical Education, Visual Arts, and Music. In curriculum design, subject selection is aligned with core curriculum content and enhances student interest through cross-domain reading. By organically combining different learning domains, students are empowered to define the direction and objectives of their self-directed study. All subjects begin with the overarching theme of “the Song Dynasty,” considering how to integrate subject elements under this common theme.
“Care must be taken to address aspects such as learning interest, academic effectiveness, classroom design, and the feelings of teaching colleagues (which is nearly paramount). I expect that through collaborative creation, a series of inquiry-based learning sessions will be developed to explore more possibilities for teaching and learning. It doesn’t have to be role-playing, electronic applications, or independent research projects, but the starting point is the same: starting from cross-domain reading, designing cross-disciplinary thematic courses, and introducing knowledge in the same context; this is how we practice self-directed learning.”
In practice, four models of theme-based interdisciplinary learning have been implemented, each with its merits:
First, disciplines conduct related theme-based teaching activities independently in their classrooms. For instance, the Science subject utilises thematic learning to guide students in exploring scientific principles such as navigation and buoyancy, inviting students to design their ships based on records of ship design during the Song Dynasty. Similarly, the Technology and Living subject attempts to engage students in exploring the taste of the Song Dynasty through self-directed learning. Students begin by reading ancient literary recipes and then engage in group thematic research to design cooking methods and steps feasible in modern kitchens, recreating dishes lost for a millennium.
Second, different subjects agree to teach the same topic simultaneously during common periods, allowing students to simultaneously approach different perspectives and integrate the knowledge and skills of relevant subjects to complete learning tasks. For example, interdisciplinary learning between Chinese History and Visual Arts enables students to analyse the humanistic elements and artistic techniques in the Song Dynasty masterpiece “Along the River During the Qingming Festival,” understanding the economic development and artistic appreciation of the Song Dynasty. Similarly, collaboration between Chinese Language and Visual Arts allows students to learn Chinese ink painting concepts and techniques in visual arts classes while independently interpreting classical poems of the Song Dynasty in Chinese language classes and creating ink paintings based on them.
Third, different subjects adjust their curriculum schedules to teach at different times, allowing students to gradually master subject knowledge and skills and ultimately combine the learning outcomes of different subjects to complete learning tasks. An example is the interdisciplinary unit “Legends of the Jianghu,” combining Chinese Language, Music, Visual Arts, and Computer Science. Chinese Language teaches students to adapt excerpts from the novel “Water Margin” into scripts; Music allows students to conduct art jam sessions with physical instruments and experiment with electronic teaching attempts for film score composition; Visual Arts guide students in studying the production and shooting of shadow puppets; Computer Science tasks students with editing and post-production of stop-motion films combining the above materials. Each subject teaches its core knowledge and skills while allowing for closely integrated learning.
Fourth, specific occasions are designed to provide opportunities for all subjects to jointly design a large number of learning tasks. Students independently divide tasks and complete learning tasks within specified timeframes, concluding with a showcase of learning outcomes. An example is the “Interdisciplinary Learning Outcome Exhibition: Along the River During the Qingming Festival,” where students have four days for self-directed learning, including data collection, design, hands-on production, role-playing, etc., culminating in a large-scale learning outcome exhibition on the fifth day.
“We hope that through these innovative self-directed learning activities, students can establish a relationship with learning content, learning through discussion, cooperation, hands-on work, teaching each other, and then actively learning and falling in love with learning, understanding that learning is part of life! “
Through these interdisciplinary teaching activities, I continuously reflect on and adjust teaching strategies to ensure that instructional activities truly engage students’ interests and encourage their active participation in the learning process. This ongoing reflection and practice not only enrich my teaching experience but also gradually shape my Living Educational Theory, which aims to achieve educational reform goals through integrated interdisciplinary teaching, stimulating students’ learning potential and enthusiasm.
7. Discussions
The findings of this study reflect the fundamental tenets of Social Constructivism, asserting that knowledge is constructed through interaction and social engagement in teaching practice (Peschl et al., 2014). It underscores the necessity for students to acquire communication skills, not only as fundamental tools for learning but also for their participation in the co-construction of knowledge through communication (Schreiber & Valle, 2013). This perspective aligns with the view of Social Constructivism, which posits learning as a social process where students construct their cognition and understanding through dialogue and collaboration.
Within this context, teachers are positioned to evolve into designers of learning tasks rather than mere knowledge transmitters. This transformation implies the creation of an environment conducive to students’ collaborative knowledge construction, facilitated by the design of challenging and relevant learning tasks promoting interaction and cooperation among students. Such autonomy in learning, catalysed by communicative approaches, necessitates guided instructional task design by teachers, fostering students’ development of autonomous learning capabilities and habits within their learning experiences (Peschl et al., 2014). In the learning process, students are not merely recipients of knowledge but active participants who, with the assistance of teachers, gradually learn how to self-direct and assess their own learning, thereby affirming the active nature of learners and the interactive nature of the environment as emphasised in Social Constructivism.
Furthermore, thematic interdisciplinary learning allows students to explore and comprehend knowledge from multiple disciplinary perspectives, and challenging learning tasks enable them to grow in critical thinking and self-directed learning as they tackle open-ended, ill-defined problems. This enhances both the depth and breadth of learning while boosting students’ motivation. This interdisciplinary learning strategy demonstrates how knowledge is constructed and understood in diverse social and cultural contexts, emphasising the interconnectedness and interdependence of knowledge (Palincsar, 2012).
It is essential to acknowledge a significant limitation of this study, which is its narrow focus on analysing my personal experience: my teaching experience in a secondary school in Hong Kong in 2019, employing self-directed and interdisciplinary learning to enhance student motivation. Based on a case study and theoretical analysis, the study lacks quantitative data supporting the specific impact of instructional design on student motivation. This limitation may constrain the generalizability of the research findings. Conducting quantitative research may further validate the effectiveness of your teaching strategies (Hays & McKibben, 2021).
Additionally, this paper does not delve into the challenges that may be encountered in the practical implementation of interdisciplinary teaching and the shift in teaching roles, such as resource constraints and insufficient teacher training. Indeed, exploring effective professional development programs for teachers to support the implementation of interdisciplinary teaching and self-directed learning strategies and evaluating the impact of these training programs on teachers’ instructional practices and student learning outcomes is warranted.
8. Conclusion
Through this autoethnographic inquiry, we witnessed how teachers employed self-directed learning and interdisciplinary thematic learning to enhance students’ learning motivation in their teaching practices. The findings demonstrated the applicability of Social Constructivism theory in actual teaching practices. Knowledge is not merely transmitted unidirectionally from teachers, but rather co-constructed through interactive communication between teachers and students, as well as among students themselves. Teachers should assume the role of designing meaningful learning tasks, guiding students to actively engage and igniting their enthusiasm for knowledge exploration.
Self-directed learning is a gradual process for students. Teachers need to create contexts in the classroom and cultivate students’ abilities and habits for self-directed learning through various forms of communication. Students should first interact with teachers to receive inspiration for learning tasks, then engage in discussions and collaborative work with peers, internalise what they have learned through self-reflection, and ultimately apply the acquired knowledge to real-life situations. Communication is the crux of self-directed learning and serves as a bridge for knowledge co-construction between teachers and students.
Interdisciplinary thematic learning liberates knowledge construction from the confines of a single subject, allowing students to examine problems from multiple perspectives. This increases the depth and breadth of knowledge and enhances students’ learning interests. The challenging and practical nature of interdisciplinary curriculum design guides students to solve open-ended problems actively, fostering their self-directed learning abilities in the process. This teaching approach embodies the principles of Social Constructivism, emphasising that knowledge is constructed through authentic social interactions.
In conclusion, self-directed learning and interdisciplinary thematic learning are effective strategies for enhancing students’ learning motivation. Teachers need to transition from being knowledge transmitters to learning task designers, creating stimulating learning environments. Only by allowing students to become active participants in the co-construction of knowledge through interactive learning can their learning motivation be truly elevated. This necessitates continuous professional development for teachers, persistent reflection on their practices, refinement of teaching strategies, and the creation of superior learning experiences for students.
9. References
Bai, B., & Guo, W. (2021). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research, 25(3), 378–399.
Balaș, E. (2016). The influence of the thematic study on the communication abilities and on the learning results of pupils that are part of the step by step educational alternative. Educația Plus, 14(3), 193–203.
Booth, A., & Brice, A. (2004). Evidence-based practice for information professionals: A handbook. Facet London.
Branch, J. D. (2022). Living Educational Theory as a Model of Continuing Professional Development. International Journal of Teacher Education and Professional Development (IJTEPD), 5(1), 1–14.
Clarke, V., & Braun, V. (2021). Thematic analysis: a practical guide.
Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Rowman Altamira.
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: an overview. Historical social research/Historische sozialforschung, 273–290.
Hays, D. G., & McKibben, W. B. (2021). Promoting rigorous research: Generalizability and qualitative research. Journal of Counseling & Development, 99(2), 178–188.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Lau, K.-L. (2019). Hong Kong senior secondary students’ reading motivation and classical Chinese reading comprehension. Reading and Writing, 32(4), 963–982.
Lau, K.-l. (2020). The effectiveness of self-regulated learning instruction on students’ classical Chinese reading comprehension and motivation. Reading and Writing, 33(8), 2001–2027.
Owen, K., & Watson, M. (2015). Building your portfolio: the CILIP guide. Facet Publishing.
Palincsar, A. S. (2012). Social constructivist perspectives on teaching and learning. An introduction to Vygotsky, 290–319.
Peschl, M. F., Bottaro, G., Hartner-Tiefenthaler, M., & Rötzer, K. (2014). Learning how to innovate as a socio-epistemological process of co-creation. Towards a constructivist teaching strategy for innovation.
Rose, G. (2022). Visual methodologies: An introduction to researching with visual materials.
Scarles, C. (2010). Where words fail, visuals ignite: Opportunities for visual autoethnography in tourism research. Annals of tourism research, 37(4), 905–926.
Schreiber, L. M., & Valle, B. E. (2013). Social constructivist teaching strategies in the small group classroom. Small Group Research, 44(4), 395–411.
Shaw, D. (2013). A new look at an old research method: photo‐elicitation. Tesol Journal, 4(4), 785–799.
Sit, C. H., Braman, O. R., Kerr, J. H., & Lindner, K. J. (2013). Motivational style and actual and perceived academic performance of secondary school students in Hong Kong. School Psychology International, 34(1), 17–32.
Stephens, C., & Breheny, M. (2013). Narrative analysis in psychological research: An integrated approach to interpreting stories. Qualitative research in psychology, 10(1), 14–27.
Utama, M. M. A. (2020). Student motivation in thematic learning at elementary schools. Southeast Asian Journal of Islamic Education, 3(1), 1–21.
Wu, G. K. Y., & Mok, M. M. C. (2017). Social and emotional learning and personal best goals in Hong Kong. Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches, 219–231.
