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This article describes a classroom research project to investigate whethe authentic materials increase the classroom motivation of learners, a claim often made but rarely, if ever, tested. A definition of motivation relevant to teachers was adopted-learner interest, persistence, attention, action, and enjoyment. Two beginner-level EFL classes participated, and both used authentic and artificial materials alternately. Results from two observation sheets and a self-report questionnaire indicate that while on-task behaviour and observed motivation increased significantly when authentic materials were used, self-reported motivation only increased over the last 12 of the 20 days of the study. However, learners also reported authenti materials to be significantly less interesting than artificial materials.

The research on which this article reports investigated the use of 50 common second language learning strategies by 1,006 EAP (English for Academic Purposes) students across eight disciplines -building, business, computing, engineering, English, maths, primary education, and science -in a university in Hong Kong. The study compared and contrasted strategy use across disciplines and also examined the relationships among strategy use, L2 proficiency, age, and gender. Initial data were collected through a standard questionnaire, Oxford's Strategy Inventory for Language Learning. In-depth interviews were also conducted with 48 students to explore why they did or did not use certain strategies. A positive association was found between 27 strategies and proficiency. English students used the most strategies, and computing the fewest. Different deficiencies in strategy use were found in different disciplines, for example the very low use of metacognitive strategies by computing students. Differences were also found by age and by gender: older students were strong in affective and social areas, and females in the use of memory and metacognitive strategies. Conclusions are that EAP teachers need to be aware of possibly sharp disciplinary differences in strategy use and to apply discipline-specific strategy training where appropriate. MATTHEW PEACOCK AND BELINDA HO

Learning styles are a student's "natural, habitual and preferred ways" of absorbing and processing a second language. This study investigated hypothesis that a mismatch between teaching and learning styles causes learning failure, frustration and demotivation. Data were collected through Reid's questionnaire, interviews and tests using 206 EFL students and 46 EFL teachers at a Hong Kong university. It was found that learners favoured Kinesthetic and Auditory and disfavoured Individual and Group styles, while teachers favoured Kinesthetic, Group and Auditory styles and disfavoured Tactile and Individual styles; Western teachers also disfavoured Auditory styles. There was therefore a mismatch regarding Group and Auditory styles. Interviews revealed that 72% of the students were frustrated by a mismatch between teaching and learning styles; 76% said it affected their learning, often seriously; and 81% of the teachers agreed with Reid's hypothesis. The correlations between learning style, proficiency and discipline were also checked. Learners who favoured Group styles were significantly less proficient. Conclusions are that EFL teachers should teach in a balanced style in order to accommodate different learning styles.