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Numerous studies have investigated how motivation relates to various individualdifferences. However, research did not uncover any previous studies investigatinghow school grade level impacts second language learning motivation. This study thereforefocuses on how different school forms are related to motivation to learn English  this subjectis particularly important in the Hong Kong school context because the English proficiencyof Newly Arrived Hong Kong (NAHK) students is assessed once they arrive HongKong and the results will determine which school grade level they will attend. It is hopedthat this investigation into the relationship between school forms and motivation for thisgroup will have implications for improvements in current teaching and learning practices,based on the adopted motivational theory. It is further hoped that the results will enhanceNAHK student motivation to learn English even as they adjust to and integrate with theirnew learning environment. This study adopted both qualitative and quantitative approachof investigation. The questionnaire included items on different motivational constructs atdifferent levels, based on the conceptual framework of Dornyei (1998). To clarify any gapsin data appearing after analysis of the statistical results, interviews were conducted with10 randomly chosen respondents. This study established that Hong Kong upper secondaryschool students overall have stronger motivation, very likely because of their need for furtherstudies and career aspirations.

Motivation to learn english and school grade level: the case of newly arrived Hong Kong students