A Study of the Motivation, Attitudes, Self-Efficacy, and Achievements in English Learning of Vocational High School Students in Metropolitan Taipei

• Main Authors: Wen-Yun Liao, 廖文韻
• Other Authors: Chiu-Tang Wang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/29301879083207092678

碩士 === 國立花蓮教育大學 === 英語學系碩士班 === 97 === The primary purpose of this study was to investigate the relations among attitudes, motivation, self-efficacy and achievements in English learning. In addition, the prediction of these three affective factors to English achievements was explored. The present study also includes the discussion about the effect of students’ demographic background on these three affective factors and English learning achievements. A Questionnaire survey is the primary research method, and follow-up interview is supplementary. The participants were 662 students in three technological high schools and three vocational high schools in Taipei. The instruments in the current study contained the Questionnaire on English Learning Attitudes, the Questionnaire on English Learning Motivation, and the Questionnaire on Self-Efficacy in English learning. The data were analyzed by t-test, one way ANOVA, Pearson product-moment correlation, and stepwise multiple regression. The important findings are as follows: 1. On English learning attitudes, the vocational high school students scored higher than the technological high school students. The females scored higher than the males. The students who attended cram schools held higher English learning attitudes than those who did not. The time span of learning English did not exert influence on students. 2. On English learning motivation, the vocational high school students scored higher than the technological high school students. The females scored higher than the males. The attendance degree in the cram schools did not have any significant effect on English learning motivation. The students who learned English for 6 to 10 years scored higher than those who learned English for under five years. 3. On self-efficacy in English leaning, the vocational high school students scored higher than the technological high school students. The gender differences did not have an effect on the self-efficacy in English learning. The students who attended cram schools scored higher than those who did not, in terms of their abilities to solve problems. The students who learned English for 6 to 10 years scored higher than those who learned English for under five years. 4. On English learning achievements, there were no significant differences on the school systems, the genders, the attendance degree in the cram schools and the time span of learning English. The results indicated that in general the students in vocational high school of commerce obtained higher average English scores than those in vocational high school of technology. However, the students in one of the vocational high schools had the highest English learning achievements. 5. The English learning attitudes of the students were positively correlated with their English achievements. Relatively, as compared to other factors of attitudes, the learners’ attitude toward learning English was the highest. 6. The learners’ English learning motivation was positively correlated with their English achievements. Relatively, their intrinsic goal orientation was the highest. 7. The learners’ self-efficacy in English learning was positively correlated with their English achievements. Relatively, their abilities to solve problems were the highest. 8. Of these three affective factors in the present study, attitudes and self-efficacy were significantly predictable. In particular, the ability to solve problems, the learners’ attitude toward learning English, the learners’ attitudes toward their English teachers, and the ability to comprehend and apply the text were significant predictors of English learning achievements. 9. The result of the interview indicated that most of the students studied English for its own sake as well as extrinsic pressure. Although some of the students in vocational high school of technology held negative attitudes toward English teachers, they still remained studying for their interests, future careers and the understanding of English-speaking culture and people. The majority of students also reported that they got the satisfactory grades due to their continuous efforts and the abilities to deal with the problems. Therefore, the result was identical with those of stepwise multiple regression which revealed that the major predictor in English learning achievements was the ability to solve the problems. Based upon the above findings, some pedagogical implications are provided as follows: Firstly, students’ self-efficacy is the major predictor of English learning achievements. Teachers can provide their students with sufficient opportunities to deal with learning difficulties on their own and enable them to make progress. Gradually, students’ self-efficacy will develop. Secondly, if teachers show more respect for the target language and the culture, their students may be encouraged to attempt at language acquisition and hold more positive attitudes toward learning a target language. Finally, intrinsic goal orientation was more powerful in L2 learning. Teachers can emphasize how to stimulate and maintain their students’ intrinsic orientation which makes the learners pursue the internal feelings of competence, and thus learn efficiently.