The Relationships among English Learning Motivation, English Anxiety, and English Achievement of Taipei Elementary School Students in Grade Five and Six

• Main Author: 許杏如
• Other Authors: 許永熹
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/60125933870063981683

碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === The purpose of the study was to find out the relationships among English learning motivation, English anxiety, and English achievement of Taipei elementary school students in grade five and six. This study chose 665 students as participants from Taipei elementary school students in grade five and six through stratified cluster random sampling. The instruments used in this study were the “English Learning Motivation Scale” and “English Anxiety Scale” The data was analyzed by t-test, one-way ANOVA, Pearson Correlation and Multiple Regression in the SPSS program. Finally, twelve English teachers and sixteen students were deeply interviewed. The findings of this study are summarized as follows： 1. The difference between male and female students on English learning motivation was significant. The difference between grade 5 and grade 6 students on English learning motivation was significant. The difference among three kinds of English learning time on English learning motivation was significant. 2. The difference between grade 5 and grade 6 students on English anxiety was significant. The difference among three kinds of English learning time on English anxiety was significant. 3. English learning motivation was correlated negatively with English anxiety. 4. English learning motivation was correlated positively with English achievement. 5. English anxiety was correlated negatively with English achievement.