A Study of Vocational High School Students’English Learning Motivation, Learning Style, Learning Strategy and English Learning Achievement

• Main Authors: Wen-Hui Han, 韓文惠
• Other Authors: Yuh-Mei Chen
• Format: Others
• Language: en_US
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/90573972222163331105

碩士 === 國立中正大學 === 外國文學所 === 97 === The study aimed to investigate the effects of English learning motivation, learning style and learning strategy on Taiwanese vocational high school students’ English learning achievement. In addition, it examined other variables such as gender, different field, past learning experience and time which may affect vocational high school students’ learning motivation, learning style, learning strategy and learning achievement. Participants of this study were 343 11th graders from nine departments of a vocational high school in southern Taiwan. The data were collected mainly from a 5-point Likert-scale questionnaire which includes three parts: one based on Deci and Ryan (1985), another based on Reid (1987), and the other based on Oxford (1989). Students’ English learning achievement was measured by school three term examinations in the first semester of 2008-2009 school year. Data were analyzed by t-test, Pearson correlation, regression, ANOVA and MANOVA. The significance level was set at .05. Results of the study include five parts. First, the vocational high school students preferred extrinsic motivation most and least preferred extra curricular learning motivation. Most Taiwanese vocational high school students were found having medium motivation when learning English. Second, the most preferred learning style was group style and the least preferred was individual style. The participating students were all medium users of learning style. Third, the most used learning strategy was compensation strategy and the least frequently used was metacognitive strategy. Fourth, there were significant correlation between learning motivation, learning style, learning strategy and learning achievement. High-achievers adopted extrinsic motivation and intrinsic motivation more than low-achievers; high-achievers preferred kinesthetic and group styles more than low-achievers; high-achievers used cognitive and metacognitive strategies more frequently than low-achievers. Fifth, for overall learning, girls’ learning motivation, style, and strategy use were more than boys. Students’ learning motivation, style and strategy use in commerce departments were more than those of students in industry departments. Girls with high and low-achievement had stronger learning motivation and used more learning styles than boys with high and low-achievement. However, boys with high and low-achievement preferred to use more learning strategies than girls with high and low-achievement.