Cheung Yuk Lin Porky. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 236-248). / Abstracts in English and Chinese; appendices also in Chinese. / Acknowledgements --- p.i / Abstract --- p.ii / 論文摘要 --- p.iv / Table of Contents --- p.vi / List of Figures --- p.xii / List of Tables --- p.xiii / List of Abbreviations --- p.xix / Presentations --- p.xx / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Overview on Childhood Obesity --- p.1 / Chapter 1.1.1 --- Worldwide Situation --- p.1 / Chapter 1.1.2 --- Hong Kong Situation --- p.3 / Chapter 1.2 --- Consequences of Childhood Obesity --- p.4 / Chapter 1.2.1 --- Physiological Problems --- p.4 / Chapter 1.2.2 --- Psychosocial Problems --- p.6 / Chapter 1.2.3 --- Economic Problems --- p.6 / Chapter 1.3 --- Possible Causes and Associated Factors of Childhood Obesity --- p.7 / Chapter 1.3.1 --- Genetics --- p.7 / Chapter 1.3.2 --- Lifestyle Patterns --- p.8 / Chapter 1.3.2.1 --- Physical Activity --- p.8 / Chapter 1.3.2.2 --- Dietary Factors --- p.8 / Chapter 1.3.3 --- Environmental Influence --- p.10 / Chapter 1.3.3.1 --- Parental Influence and Home Environment --- p.10 / Chapter 1.3.3.2 --- Other External Environmental Factors --- p.10 / Chapter 1.4 --- Prevention and Treatment of Childhood Obesity --- p.12 / Chapter 1.4.1 --- Clinical Trials --- p.12 / Chapter 1.4.2 --- Family Based Interventions --- p.13 / Chapter 1.4.3. --- School Based Interventions --- p.14 / Chapter 1.4.4 --- Other Possible Measures --- p.17 / Chapter 1.5 --- Local Intervention Implementation --- p.17 / Chapter 1.6 --- "Study Rationale, Design，Aims and Objectives" --- p.18 / Chapter 1.6.1 --- Study Rationale --- p.18 / Chapter 1.6.2 --- Study Design --- p.19 / Chapter 1.6.3 --- Study Aims and Objectives --- p.21 / Chapter 1.7 --- Conceptual Framework and Hypothesis --- p.21 / Chapter 1.7.1 --- Conceptual Framework --- p.22 / Chapter 1.7.2 --- Hypothesis --- p.23 / Chapter CHAPTER 2: --- METHODOLOGY --- p.23 / Chapter 2.1 --- Sample --- p.23 / Chapter 2.1.1 --- School Recruitment --- p.23 / Chapter 2.1.2 --- Subject Recruitment --- p.23 / Chapter 2.2 --- Parental Consent --- p.24 / Chapter 2.3 --- Focus Groups --- p.24 / Chapter 2.4 --- Assessment Tools --- p.25 / Chapter 2.4.1 --- Weight and Height measures --- p.25 / Chapter 2.4.2 --- Physical Fitness Tests --- p.25 / Chapter 2.4.3 --- Student Questionnaire --- p.26 / Chapter 2.4.4 --- Parental Questionnaire --- p.27 / Chapter 2.4.5 --- Questionnaires Pre-testing --- p.27 / Chapter 2.5 --- Intervention --- p.28 / Chapter 2.5.1 --- Intervention A: Mighty Heart Health Promotion Program --- p.28 / Chapter 2.5.1.1 --- Materials --- p.28 / Chapter 2.5.1.2 --- Procedures --- p.30 / Chapter 2.5.2 --- Intervention B: Health Club --- p.31 / Chapter 2.5.2.1 --- Materials --- p.31 / Chapter 2.5.2.2 --- Procedures --- p.32 / Chapter 2.6 --- Evaluation --- p.35 / Chapter 2.6.1 --- Qualitative Evaluation --- p.35 / Chapter 2.6.2 --- Quantitative Evaluation --- p.35 / Chapter 2.7 --- Data Manasement --- p.36 / Chapter 2.8 --- Statistics --- p.37 / Chapter 2.8.1 --- Health Knowledge and Food Preferences Scores of Students --- p.37 / Chapter 2.8.2 --- "Health Knowledge, Dietary Habits and Home Food Availability Scores of Parents" --- p.40 / Chapter 2.9 --- Ethical Approval --- p.42 / Chapter CHAPTER 3: --- RESULTS --- p.43 / Chapter PART A: --- Baseline Focus Groups Results / Chapter 3.1 --- Baseline Focus Groups Results --- p.43 / Chapter 3.1.1 --- General Description of Participants --- p.44 / Chapter 3.1.2 --- "Views of ""Health"" held by students" --- p.44 / Chapter 3.1.3 --- "Views of ""Health"" of parents" --- p.45 / Chapter 3.1.4 --- "Views of ""Healthy Eating"" of students" --- p.46 / Chapter 3.1.5 --- "Views of ""Healthy Eating"" held by parents" --- p.47 / Chapter 3.1.6 --- "Perceived views on ""Physical Activity"" by students" --- p.48 / Chapter 3.1.7 --- "Views on ""Physical Activity"" of parents" --- p.49 / Chapter 3.1.8 --- Preferred delivery mode of activities communication channels --- p.50 / Chapter PART B: --- Baseline Profile of Participants / Chapter 3.2 --- Response Rate --- p.52 / Chapter 3.3 --- Baseline Characteristics and Socio-dem ograph ic Profile of Participants --- p.54 / Chapter 3.3.1 --- Students --- p.54 / Chapter 3.3.2 --- Parents --- p.56 / Chapter 3.4 --- "Self-perceived Important Values, Health and Weight Status at baseline" --- p.60 / Chapter 3.4.1 --- Students --- p.60 / Chapter 3.4.2 --- Parents --- p.62 / Chapter 3.5 --- Baseline Physical Activity --- p.63 / Chapter 3.5.1 --- Students --- p.63 / Chapter 3.5.2 --- Parents --- p.69 / Chapter 3.6 --- Baseline Dietary Aspects --- p.71 / Chapter 3.6.1 --- Students --- p.71 / Chapter 3.6.2 --- Parents --- p.81 / Chapter 3.7 --- Summary of Baseline associations between students，and parents 'parameters --- p.94 / Chapter 3.7.1 --- Factors associated with Students' weight status --- p.94 / Chapter 3.7.2. --- Factors associated with Studente´ة Dietary Habits --- p.97 / Chapter 3.7.3 --- Factors associated with students´ة physical Activity Habits --- p.104 / Chapter 3.8 --- Summary of Baseline Profile of Participants --- p.108 / Chapter PART C: --- Outcome Evaluation / Chapter 3.9 --- The Final MH activities Conducted --- p.111 / Chapter 3.10 --- Comparisons of Weight Status --- p.112 / Chapter 3.11 --- Comparisons of Self-perceived Health Status and Important Values --- p.114 / Chapter 3.12 --- Comparisons of Physical Activity Parameters --- p.118 / Chapter 3.12.1 --- Students --- p.118 / Chapter 3.12.2 --- Parents --- p.126 / Chapter 3.13 --- Comparisons of Dietary and Health Related Aspects --- p.129 / Chapter 3.13.1 --- Students --- p.129 / Chapter 3.13.2 --- Parents --- p.148 / Chapter 3.13.3 --- Home Food and Meal Environments --- p.167 / Chapter PART D: --- Results of Health Club / Chapter 3.14 --- Baseline Profile of the Participants --- p.180 / Chapter 3.14.1 --- Characteristics and Health Status --- p.180 / Chapter 3.14.2 --- Baseline Physical Activity --- p.181 / Chapter 3.14.3 --- Baseline Dietary Related Parameters --- p.183 / Chapter 3.15 --- The Final HC Lessons Conducted --- p.187 / Chapter 3.16 --- Outcome Evaluation of HC program --- p.188 / Chapter 3.16.1 --- Physical Fitness and Anthropometric Parameters --- p.188 / Chapter 3.16.2 --- Self-perceived Health Status and Important Values --- p.192 / Chapter 3.16.3 --- Physical Activity Related Aspects --- p.193 / Chapter 3.16.4 --- Dietary Aspects --- p.196 / Chapter 3.17 --- Summary of results of the HC Program --- p.201 / Chapter PART E: --- Process Evaluation / Chapter 3.18 --- Process Evaluations of Mighty Heart --- p.203 / Chapter 3.18.1 --- Students --- p.203 / Chapter 3.18.1.1 --- Comments on Program Activities and Materials --- p.203 / Chapter 3.18.1.2 --- Comments on Program Effectiveness and Acceptability --- p.204 / Chapter 3.18.1.3 --- Overall Comments and Suggestions --- p.204 / Chapter 3.18.2 --- Teachers --- p.205 / Chapter 3.18.2.1 --- Comments on Program Activities and Materials --- p.205 / Chapter 3.18.2.2 --- Comments on Program Effectiveness and Acceptability --- p.205 / Chapter 3.18.2.3 --- Overall Comments and suggestions --- p.206 / Chapter 3.19 --- Process Evaluations of the Health Club --- p.207 / Chapter 3.19.1 --- Students --- p.207 / Chapter 3.19.1.1 --- Comments on Program Activities and Materials --- p.207 / Chapter 3.19.1.2 --- Comments on Program Effectiveness and Acceptability --- p.208 / Chapter 3.19.1.3 --- Overall Comments and Suggestions --- p.208 / Chapter 3.19.2 --- Teacher --- p.209 / Chapter 3.19.2.1 --- "Comments on Program Activities, Educational Materials/Resources" --- p.209 / Chapter 3.19.2.2 --- Comments on Program Effectiveness and Acceptability --- p.210 / Chapter 3.19.2.3 --- Overall Comments and Suggestions --- p.211 / Chapter Chapter 4: --- Discussion --- p.212 / Chapter 4.1 --- Overall Effects of the MH Program --- p.213 / Chapter 4.1.1 --- Changes in PA-related Aspects --- p.213 / Chapter 4.1.2 --- Changes in Dietary-related Aspects --- p.216 / Chapter 4.1.3 --- Changes in Health Status related Aspects --- p.225 / Chapter 4.1.4 --- Acceptability and Appropriateness of the MH --- p.225 / Chapter 4.2 --- Overall Effects of the HC Program --- p.226 / Chapter 4.2.1 --- Changes in PA Related Aspects --- p.226 / Chapter 4.2.2 --- Changes in Dietary-related Aspects --- p.227 / Chapter 4.2.3 --- Changes in Health Status related Aspects --- p.228 / Chapter 4.2.4 --- Acceptability and Appropriateness of the HC --- p.229 / Chapter 4.3 --- Strengths and Limitations of the Study --- p.231 / Chapter 4.4 --- Implications and Recommendations for Future Research --- p.233 / Chapter Chapter 5: --- Conclusions --- p.234 / References --- p.236 / Appendix A Principal/ teacher Questionnaire --- p.249 / Appendix B Consent form for parents --- p.252 / Appendix C Focus group questionnaire - Students --- p.258 / Appendix D Focus group questionnaire - Parents --- p.262 / Appendix E Survey questionnaire -Students --- p.266 / Appendix F Survey Questionnaire - Parents --- p.274 / Appendix G Powerpoint material for teachers´ة monthly sharing --- p.282 / Appendix H Working sheets --- p.283 / Appendix I Newsletters for parents --- p.287 / Appendix J Teachers´ة guide for the “Mighty Heart´حprogram --- p.302 / Appendix K Teachers' guide for Health Club --- p.307 / Appendix L The student workbook --- p.311 / "Appendix M Discussion guide for students participating in the ""Mighty Heart ""program" --- p.312 / Appendix N Discussion guide for students participating in the Health Club --- p.313 / Appendix O Discussion guide for teachers conducting the Mighty Heart program --- p.314 / Appendix P Discussion guide for the teachers conducting the Health Club --- p.316

Chan, Wai Nga Gloria. / Thesis submitted in: December 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese ; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENT --- p.viii / LIST OF TABLES --- p.xix / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1. --- Background to this Study --- p.1 / Chapter 1.2. --- Purpose of this Study --- p.2 / Chapter 1.3. --- Significance of this Study --- p.3 / Chapter 1.4. --- Organization of this Thesis --- p.3 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- "Motivation, Investment and Language Learning" --- p.5 / Chapter 2.2.1 --- Socio-psychological Approach to Motivation --- p.5 / Chapter 2.2.1.1 --- Motivation as a Socio-educational Model --- p.7 / Chapter 2.2.1.2 --- Instrumental and Integrative Motivation --- p.8 / Chapter 2.2.2 --- Motivation in Self-determination Theory --- p.13 / Chapter 2.2.2.1 --- Intrinsic and Extrinsic Motivation --- p.13 / Chapter 2.2.3 --- Individual Differences and Language Learning --- p.17 / Chapter 2.2.3.1 --- Personality --- p.18 / Chapter 2.2.3.2 --- Self-esteem --- p.19 / Chapter 2.2.4 --- Motivation and Investment of Adult Language Learners --- p.22 / Chapter 2.2.4.1 --- Differences between Child-Adult Learners --- p.22 / Chapter 2.2.4.2 --- Investment of Adult Language Learners --- p.25 / Chapter 2.2.5 --- Language Learning and Socio-cultural Theory --- p.27 / Chapter 2.3 --- Shift in Perspective in Adult Education from Transmission of Knowledge to Transformative Learning --- p.29 / Chapter 2.3.1 --- Different Perspectives on Adult Education --- p.29 / Chapter 2.3.2 --- Mezirow's Transformative Learning Theory --- p.31 / Chapter 2.3.2.1 --- Definition and the Emergence of Mezirow's Transformative Theory --- p.31 / Chapter 2.3.2.2 --- Transformation in Meaning Perspectives and Meaning Schemes --- p.33 / Chapter 2.3.2.3 --- Indication of Transformative Learning --- p.34 / Chapter 2.3.3 --- Recognition of the Value of Lifelong Learning in Hong Kong --- p.36 / Chapter 2.4 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY --- p.39 / Chapter 3.1 --- Introduction --- p.39 / Chapter 3.2 --- Research Design --- p.39 / Chapter 3.3 --- Participants --- p.40 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.40 / Chapter 3.3.2 --- Demographic and Language Background --- p.41 / Chapter 3.3.3 --- Profile of Participants --- p.42 / Chapter 3.4 --- Instrumentation --- p.46 / Chapter 3.4.1 --- Focus Group Interviews --- p.47 / Chapter 3.4.2 --- Participant Observation and Informal Conversation --- p.48 / Chapter 3.4.3 --- Semi-structured Individual Interviews --- p.48 / Chapter 3.4.4 --- Survey --- p.51 / Chapter 3.4.5 --- Triangulation of Data --- p.52 / Chapter 3.5 --- Data Collection and Processing --- p.53 / Chapter 3.5.1 --- Open-ended Focus Group Interviews --- p.53 / Chapter 3.5.2 --- Semi-structured Individual Interview --- p.54 / Chapter 3.6 --- Data Analysis --- p.55 / Chapter 3.7 --- Validity and Reliability --- p.55 / Chapter 3.8 --- Ethics --- p.57 / Chapter 3.9 --- Limitations --- p.58 / Chapter 3.10 --- Summary --- p.59 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS -SUN AND KRISTY'S STORIES --- p.61 / Chapter 4.1 --- Introduction --- p.61 / Chapter 4.2 --- Sun's Story --- p.62 / Chapter 4.2.1 --- English Learning and Use in Childhood --- p.62 / Chapter 4.2.1.1 --- Influence of Family and Community --- p.62 / Chapter 4.2.1.1.1 --- Parental Influence --- p.62 / Chapter 4.2.1.1.2 --- Influence of Siblings --- p.65 / Chapter 4.2.1.1.3 --- Influence of Community --- p.67 / Chapter 4.2.1.2 --- Formal Schooling (Kindergarten to Secondary Three) --- p.68 / Chapter 4.2.1.2.1 --- Learning Experiences in Formal Schools --- p.68 / Chapter 4.2.1.2.2 --- English Teachers --- p.70 / Chapter 4.2.1.2.3 --- Attitudes Towards Education and English Learning in Formal Schools --- p.73 / Chapter 4.2.2 --- English Language Learning and Use in the Workplace --- p.76 / Chapter 4.2.2.1 --- Recognition and Confidence Gained from the Workplace --- p.77 / Chapter 4.2.2.2 --- Use of English in the Workplace --- p.79 / Chapter 4.2.2.3 --- Attitudes Towards English and English Learning in the Workplace. --- p.81 / Chapter 4.2.3 --- Returning to the English Classroom --- p.81 / Chapter 4.2.3.1 --- Motivation --- p.82 / Chapter 4.2.3.2 --- Attitudes Towards English and English Learning --- p.83 / Chapter 4.2.3.3 --- Investment in Learning English --- p.85 / Chapter 4.2.3.4 --- Influence of Family and Community --- p.88 / Chapter 4.2.3.5 --- English Learning Experiences in Adulthood --- p.93 / Chapter 4.2.3.6 --- Course Instructors --- p.94 / Chapter 4.2.3.7 --- Classmates --- p.96 / Chapter 4.2.4 --- Impact of English Learning at Adulthood --- p.101 / Chapter 4.2.4.1 --- Increased Confidence in Using English --- p.101 / Chapter 4.2.4.2 --- Better Job Opportunities --- p.102 / Chapter 4.2.4.3 --- Better Self-perception --- p.103 / Chapter 4.2.4.4 --- Psychological Well-being --- p.104 / Chapter 4.3 --- Kristy's Story --- p.105 / Chapter 4.3.1 --- English Learning and Use in Childhood --- p.105 / Chapter 4.3.1.1 --- Influence of Family and Community --- p.106 / Chapter 4.3.1.1.1 --- Influence of Parents --- p.106 / Chapter 4.3.1.1.2 --- Influence of Siblings --- p.109 / Chapter 4.3.1.1.3 --- Influence of Community --- p.110 / Chapter 4.3.1.2 --- Formal Schooling (Kindergarten to Secondary Four) --- p.111 / Chapter 4.3.1.2.1 --- Learning Experiences in Formal Schools --- p.111 / Chapter 4.3.1.2.2 --- English Teachers --- p.115 / Chapter 4.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.119 / Chapter 4.3.2 --- English Language Learning and Use at the Workplace --- p.121 / Chapter 4.3.2.1 --- Use of English in the Workplace --- p.122 / Chapter 4.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.123 / Chapter 4.3.3 --- Returning to the English Classroom as an Adult --- p.124 / Chapter 4.3.3.1 --- Motivation --- p.124 / Chapter 4.3.3.2 --- Attitude Towards English and English Learning --- p.125 / Chapter 4.3.3.3 --- Investment in Learning English --- p.125 / Chapter 4.3.3.4 --- Influence of Family and Community --- p.127 / Chapter 4.3.3.5 --- English Learning Experiences in Adulthood --- p.132 / Chapter 4.3.3.6 --- Course Instructors --- p.133 / Chapter 4.3.3.7 --- Classmates --- p.134 / Chapter 4.3.4 --- Impact of English Learning in Adulthood --- p.137 / Chapter 4.3.4.1 --- Increased Self-confidence and Confidence in Using English --- p.137 / Chapter 4.3.4.2 --- Better Job Opportunities --- p.140 / Chapter 4.3.4.3 --- Psychological Well-being --- p.142 / Chapter 4.4 --- Summary --- p.143 / Chapter CHAPTER 5 --- FINDINGS AND ANALYSIS -EVA AND PAM'S STORIES --- p.148 / Chapter 5.1 --- Introduction --- p.148 / Chapter 5.2 --- Eva's Story --- p.150 / Chapter 5.2.1 --- English Learning and Use in Childhood --- p.150 / Chapter 5.2.1.1 --- Influence of Family and Community --- p.150 / Chapter 5.2.1.1.1 --- Influence of Parents and Siblings --- p.150 / Chapter 5.2.1.1.2 --- The Influence of Community --- p.153 / Chapter 5.2.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.155 / Chapter 5.2.1.2.1 --- Learning Experiences in Formal Schools --- p.156 / Chapter 5.2.1.2.2 --- English Teachers --- p.158 / Chapter 5.2.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.166 / Chapter 5.2.2 --- English Language Learning and Use at the Workplace --- p.168 / Chapter 5.2.2.1 --- Use of English at the Workplace --- p.168 / Chapter 5.2.3 --- Returning to the English Classroom as an Adult --- p.168 / Chapter 5.2.3.1 --- Motivation --- p.169 / Chapter 5.2.3.2 --- Attitude Towards English and English Learning --- p.170 / Chapter 5.2.3.3 --- Investment in Learning English --- p.172 / Chapter 5.2.3.4 --- Influence of Family and Community --- p.176 / Chapter 5.2.3.5 --- English Learning Experiences in Adulthood --- p.181 / Chapter 5.2.3.6 --- Course Instructors --- p.181 / Chapter 5.2.3.7 --- Classmates --- p.182 / Chapter 5.2.4 --- Impact of English Learning in Adulthood --- p.184 / Chapter 5.2.4.1 --- Increased Self-confidence --- p.184 / Chapter 5.2.4.2 --- Better Self-perception --- p.187 / Chapter 5.2.4.3 --- Psychological Well-being --- p.189 / Chapter 5.3 --- Pam's Story --- p.190 / Chapter 5.3.1 --- English Learning and Use in Childhood --- p.191 / Chapter 5.3.1.1 --- Influence of Family and Community --- p.191 / Chapter 5.3.1.1.1 --- Influence of Parents and Siblings --- p.191 / Chapter 5.3.1.1.2 --- The Influence of Community --- p.196 / Chapter 5.3.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.197 / Chapter 5.3.1.2.1 --- Learning Experiences in Formal Schools --- p.197 / Chapter 5.3.1.2.2 --- English Teachers --- p.198 / Chapter 5.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.201 / Chapter 5.3.2 --- English Language Learning and Use at the Workplace --- p.203 / Chapter 5.3.2.1 --- Use of English at the Workplace --- p.203 / Chapter 5.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.203 / Chapter 5.3.3 --- Returning to the English Classroom as an Adult --- p.204 / Chapter 5.3.3.1 --- Motivation --- p.204 / Chapter 5.3.3.2 --- Attitude Towards English and English Learning --- p.209 / Chapter 5.3.3.3 --- Investment in Learning English --- p.212 / Chapter 5.3.3.4 --- Influence of Family and Community --- p.215 / Chapter 5.3.3.5 --- English Learning Experiences in Adulthood --- p.217 / Chapter 5.3.3.6 --- Course Instructors --- p.217 / Chapter 5.3.3.7 --- Classmates --- p.220 / Chapter 5.3.4 --- Impact of English Learning in Adulthood --- p.224 / Chapter 5.3.4.1 --- Better Job Opportunities --- p.224 / Chapter 5.3.4.2 --- Increased Self-confidence --- p.224 / Chapter 5.3.4.3 --- Better Self-perception --- p.226 / Chapter 5.4 --- Summary --- p.227 / Chapter CHAPTER 6 --- CONCLUSIONS AND IMPLICATIONS --- p.231 / Chapter 6.1 --- Introduction --- p.231 / Chapter 6.2 --- Guiding Question One --- p.231 / Chapter 6.2.1 --- Difficulties faced at home --- p.231 / Chapter 6.2.2 --- Difficulties faced in school --- p.234 / Chapter 6.2.3 --- Difficulties faced in community --- p.239 / Chapter 6.2.4 --- Impact on adult language learning experiences --- p.240 / Chapter 6.3 --- Guiding Question Two --- p.243 / Chapter 6.3.1 --- Motivation to return to the English classroom in adulthood --- p.244 / Chapter 6.3.2 --- Investment in English learning --- p.245 / Chapter 6.4 --- Guiding Question Three --- p.251 / Chapter 6.4.1 --- Better Job Opportunities --- p.252 / Chapter 6.4.2 --- Increase in Self-confidence and Confidence in Using English --- p.253 / Chapter 6.4.3 --- Better Self-perception --- p.255 / Chapter 6.4.4 --- Psychological Well-being --- p.258 / Chapter 6.5 --- Implications --- p.261 / Chapter 6.5.1 --- For Adult EFL Learners --- p.261 / Chapter 6.5.2 --- For Instructors of Adult EFL Learners --- p.264 / Chapter 6.5.2.1 --- The Potential Personal Qualities of a Good Instructor for Adult EFL Learners --- p.265 / Chapter 6.5.2.2 --- Adult EFL Learners' Needs and Appropriate Teaching --- p.268 / Chapter 6.5.3 --- For Formal School English Teachers --- p.274 / Chapter 6.6 --- Limitations of the Present Study --- p.275 / Chapter 6.7 --- Suggestions for Future Study --- p.276 / REFERENCES --- p.278 / Appendix A Questionnaire - Before Taking Any Adult English Language Course (English Version) --- p.286 / Appendix B Questionnaire 一 Before Taking Any Adult English Language Course (Chinese Version) --- p.290 / Appendix C Questionnaire - At The Present Stage (English Version) --- p.293 / Appendix D Questionnaire - At The Present Stage (Chinese Version) --- p.302 / Appendix E Interview Protocols - Childhood and Formal Schooling --- p.309 / Appendix F Interview Protocols - In Working Life and Adulthood --- p.316 / Appendix G Consent Form (English Version) --- p.323 / Appendix H Consent Form (Chinese Version) --- p.325