CONTEXTUALIZING ENGLISH LANGUAGE LEARNING: DESIGNING ENGLISH LESSON FOR STUDENTS MOTIVATION

Abstract

This study aimed to enhance motivation among secondary vocational students in China, particularly in learning English. The study employed a qualitative method, utilizing focus group discussions (FGD) to understand students' preferences regarding content, teaching activities, learning methods, and assessment. Twelve students participated in the FGD, providing valuable insights that informed the design of customized session plan tailored to their vocational focus.  Then the plan was implemented with 284 tourism students of Grade one across six classes at Jiangyou Secondary Vocational School.  The researcher utilized document analysis, classroom observations and teacher and student reflections. Data was collected through FGDs, observation and reflections, the researcher analyzed the application of contextualized language learning in English teaching for secondary vocational students underscoring the value of aligning teaching methods with the students’ interest to foster better engagement and learning outcomes.

Findings indicated that contextualized learning, through interactive methods like role-playing, multimedia, and scenario simulations, significantly enhanced student engagement, motivation, and practical language skills. The study concluded that these approaches fostered a dynamic learning environment, improved students’ cooperation and cross-cultural communication skills, and positively influenced their learning attitudes. Based on these results, recommendations included continuous optimization of teaching methods, regular teacher training, diversified assessments, and fostering students’ intercultural competence to enhance their preparedness for future careers. The researcher reflected on the need for more diverse contextualized activities and improved spoken English skills to better align with students’ interests and sustain their motivation for learning English.