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This study aims to investigate and compare the relationship between immersion and motivation in two different groups of student teachers who enrolled in an immersion programme. With a group of student teachers whose social and cultural backgrounds are different – one group is from Mainland China and one is from Hong Kong – though they both are of Chinese ethnicity and speak the same Chinese variety, the reasons behind their studying a postgraduate programme and going on an immersion can bedoi:10.17507/tpls.0905.04 fatcat:2eneinjq5ffdlcpyj4fnhukhnq