Thesis (M.A.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 117-124)

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 201-216). Available online via OhioLINK's ETD Center

Thesis (M.A.)--University of North Carolina at Wilmington, 2006. / Includes bibliographical references (leaves: 119-121)

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Ceola Baber, Jewell Cooper; submitted to the School of Education. Includes bibliographical references (p. 148-164).

Thesis (Ph.D.)--University of Idaho, April 2006. / Major professor: Jerry L. Tuchscherer. Abstract. Includes bibliographical references (leaves 124-132). Also available online in PDF format.

Thesis (MA (Psychology))--University of Pretoria, 2005. / Includes abstract in English and Afrikaans. Incldues bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

The purpose of this study is to investigate motivational perspectives of student and teacher at City University of Hong Kong. Questionnaires were distributed to students and teachers for quantitative data collection. With the use of Dornyei and Csizer's (1998) macrostrategies and clusters, this study hopes to suggest motivational actions and strategies in order to understand and discuss better L2 learning and teaching environments among teachers and students. 2. Introduction. Research on motivation has contributed immensely in the area of social psychology but also more recently in the past few decades to language development in the L2 arena. L2 motivation is multifaceted and contains features of personality and social dimensions that are embedded into the culture of a community (Dornyei, 1998). A person's self-identity to learn an L2 plays a vital role in motivation since learning and mastering a language differ from subject matters such as mathematics (Dornyei, 1998). These shifts towards social psychology lead to the further research in L2 learning. Teachers' skills are essential to student motivation which is central to teaching effectiveness (Dornyei, 1998). The importance of teacher expectations is a vital part of research for teachers who would have a huge influence on student motivation as the authoritative figure of the classroom. For instance, according to Cheng (2011), "motivation is then looked into not only from the learners' point of view but also teachers perception of motivation, teaching practices and their relation with learners performance". Studies conducted by Dornyei and Csizer (1998) where Hungarian teachers were asked about their perspectives on motivation and Cheng and Dornyei (2007) in which English teachers from Taiwan participated in a study about motivation perspectives, reinforce the importance of studying the perspectives of teacher motivation. A small scale study conducted by Ya-Nan He titled "Motivational Strategies: Students' and Teachers' Perspectives" (2009) at Kent State University in the USA studies the perspectives of teacher and student on teacher actions. Va's study is an extension of the Dornyei and Csizer's (1998) and Cheng & Dornyei's (2007) studies, where her quantitative study surveyed 40 students from various nationalities and 11 teachers.