A Study of English Learning Motivation and Strategies in Relation to the English Learning Achievement of Junior High School Students in Taiwan

• Main Authors: Chang, Yu-Ju, 張玉茹
• Other Authors: Chang,Chin-Hsiung
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/88658089167862018786

碩士 === 國立高雄師範大學 === 教育學類研究所 === 85 === A Study of English Learning Motivation and Strategies in Relation to the English Learning Achievement of Junior High School Students in Taiwan A Master Thesis by Yu-Ju Chang Abstract: The main purposes of this study were: (1) To investigate English learning motivation(ELM), English learning strategies(ELS), and English learning achievement(ELA) of Junior High School students; (2) To examine if the students with different gender, English learning experience, traveling experience, and socioeconomic status have different ELM, ELS, and ELA; (3) To discuss whether ELA has any association with ELM and ELS; (4) To see whether there were any interactions between ELM and ELS in ELA; and (5) To analyze the predictors of ELA. (6) Build norm of Taichung county The subjects were 1006 Junior High School students randomly selected from grade 8 in Taichung county. For the empirical study, three questionnaires were used: (1) An English learning motivation questionnaire (2) An English learning strategy questionnaire (3) An English learning achievement scale Statistical methods employed in this study were: (1) t-test (2) Oneway ANOVA, Oneway Multivariate of Variance (3) Pearson''''s Product-Moment Correlation, Canonical Correlation (4) Two-way ANOVA (5) Stepwise Multiple Regression (6) IRT item analysis The analysis of the data revealed the following main findings: (1) The Junior High School students have good ELM, but poor ELS and moderate ELA. (2) The students with different gender, English learning experience, traveling experience, and socioeconomic status have significantly different ELM, ELS, and ELA. (3) There were significant correlations between ELM and ELA; and between ELS and ELA. (4) ELA interacted with ELM and ELS. (5) The most effective predictors of ELA were "English learning attitude" and "metacognitive strategies." The findings suggested the education concerned authorities should: (1) Pay more attention to the compilation of English textbooks for junior high schools (2) Offer English teachers with regular advanced study programs (3) Provide pre-English curriculum in senior high school (4) Hold language activities like language summer camp (5) Update audio-visual equipment The English teachers should: (1) Train students'''' ELS (2) Create ELM environment (3) Enhance students'''' integrative ability (4) Help low socioeconomic status students learn English (5) Make good use of the outcomes of ELA