☞ Strength part: 

(1)PPT design is good!

(2) You speak clear and fluently.

(3) Your pronunciation is quite good.

(4) Good time controlling

☞Weakness part:

(1)Too nervous

(2) You can give us more eye contact.

☞Question: 

In you study, how will you do the interview? 

Yin-Jin Lin

1.      S: Your presentation is fluent. You pronunciation is very good, using intonation to stress important points. The PPT is well-organized and neatly designed. In particular, key words are highlighted on slides 4, 5, and 6. There are many visual aids shown on the slides, for example, slides 2, 3, and 6.

2.      It seems that you looked at the monitor quite often during the presentation. If you keep good eye contact with the audience from time to time, you may have good link with the audience.

3.      Question: The participants are 123 students from two high schools. How are them sampled from the students in those two schools?

Dear Sabrina, thanks for your comment.

Q1: How did the researcher find the participants?

A1: The researcher didn’t mention it.

Q2: What is the questionnaire contents?

A: The questionnaire have two parts, first part have 104 questions, second part have twelve questions. The contents are include motivation and attitudes two parts in the questionnaire.

Dear Radium, thanks for your comment.

Q1: What did you mean questionnaires are mother tongue you mentioned in presentation?

A1: The questionnaires were Iranian their mother tongue version, not Gardener’s English version.

Q2: Could you explain more about additive and subtractive bilingualism?

A2: In my opinion, I think that’s two different types attitudes in learning. Additive learners they are willing to learning new things that they really don’t understand, they have more passion in learning than subtractive learners. Subtractive learners they don’t like to learn something new perhaps.  

Q3: Any limitation?

A3: The researcher didn’t mentioned the limitation in the paper.

Dear Tim, thanks for your comments.

Q: How can you change male students’ attitude?

A: Maybe we can raise their interesting in learning English, such as teach some topic that male students will have more interested attitude and that also can let male students’ raise their learning attitude too.                                                                                                                   

Dear Patty, thanks for your comments.

Q: Could you please show us one example of the AMTB questionnaire?

A: EX4:  I don’t get anxious when I have to answer a question in my English class.

     EX5:  I look forward to going to class because my English teacher is so good.  

     EX6:  Learning English is really great.

Dear 佳穎, thanks for your comments.

Q: Could you give me one or two questions items in the research questionnaire?

A: EX11: I would get nervous if I had to speak English to a tourist.

EX12: Studying foreign languages is not enjoyable.

Dear 維真, thanks for your comments.

Q: Is there any reason the author decided to use 5 point scale but not 7 point scale?

A:The researcher didn’t said any reasons about why he choose 6 point-scale in the study.

Dear Betty, thanks for your comments.

Q: Did the researcher check the attributions of the students from

two high schools?

A: Actually, I don’t know how was the researcher choose these two high schools’ participants to do this researchers because the researcher didn’t explain for that.

Dear Debbie, thanks for your comments.

Q: Does researcher mention why the original Likert Scale format of AMTB 6-point just adapted 5-point scale?

A: No, the researcher didn’t mentioned the reason why he adopted 5-point scale in the study.

 Dear 俐君, thanks for your comments.

Q: In your opinion, attitudes and motivation which factor are most important for students learning English?

A: I think the two factors are important equally, because the factors can influence each other, and that’s also why I will use the same variables in my future study.

 Dear Jessie, thanks for your comments.

Q: Is the AMTB scale were adapted by the researchers in this study?

In your future study, do you want to adapt the scale?

A: No, the AMTB scale was adapted from Gardner’s liker-scale, and I will also use this scales in my future study, but I will alter it too. 

Dear Ivy, thanks for your comments.

Q: In you study, how will you do the interview? 

A: I will choose some interviewers from my participants that to compensation my study. The interview questions I will search other researcher’s studies and find the most appropriate questions for my future study.   

Dear Scott, thanks for your comments.

Q: The participants are 123 students from two high schools. How are them sampled from the students in those two schools?

A: Actually, the researcher didn’t mentioned that how was he sampled these participants from the two schools in the study.

Dear Sharon, thanks for your comments.

Q: How many students do you want in your research?

A: I think maybe over than one hundred participants will be better.

Dear 庭欣, thanks for your comments.

Q: Could you explain the definition of "WTC" in the paper 1211?  

A: WTC means willingness to communicate.

Dear Adam, thanks for your comments.

Q: In your opinion, do you really think that gender can influence learning motivation?

A: Yes, I think so. Because in the traditional concept, males prefers like math or engineering courses than females, contrary, females prefers like language or liberal arts, so I think the passion and the interesting level will influence someone’s motivation when he or she learning something.

Dear Cathy, thanks for your comments.

Q: In your opinion, why the girls are more inclined to bilingualism than boys?

A: Because I think most females are prefers languages courses than males, and the interesting level will also influence their attitude and motivation when they are learning something.