International/cross-cultural comparative research on Second language acquisition (SLA) and L2 learning motivation from a sociocognitive perspective

The current research aims at interpreting how English teachers'teaching motivation and students' learning motivation change through experiencing a series of project-based learning （PBL) in their classrooms. The data came from three different high schools in three different regions in Far East; Toyama （Japan), Suwon （South Korea) and Beijing （China). The narrative interview data were interpreted qualitatively from a sociocognitive perspective. The result reveal very positive change in motivation for both teachers and students in all three regions over the period when PBL group work was conducted. Particular refer is made to English language acquisition from a sociocognitive perspective in that group work in every classroom offered rich sociocognitive affordance for students' final writing projects, and thus students from each classroom made significant progress in their English language writing through a rich group discussion environment.