Junior High School Students'' Learning Styles, Motivations, and Adaptive Learning in English Language Acquisition

• Main Authors: Shih-chi Yu, 余世琪
• Other Authors: Fei-Jean Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/38760765247271357560

碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 99 === The purpose of the present study laid in the attempts to find out junior high school students’ learning styles, motivations, and adaptive learning in English language acquisition. Specifically, this study highlighted the following four points: first it explored differences in different learning styles of junior high school students in adaptive learning; second it examined the relationship of different motivation and adaptive learning in junior high school students’ English language acquisition; third it investigated differences in the effect of background variables among junior high school students’ learning styles, motivations, and adaptive learning in English language acquisition; finally this study examined whether junior high school students’ learning styles and motivations in English language acquisition could predict adaptive learning or not. The conclusions of this study can provide educational institutions, teachers, parents and guardians reference when teaching the English language to junior high school students. The subjects of this study were 430 junior high school students from the seventh grade to ninth grade in Yun-Lin County. The major instruments were one questionnaire including three scales, a learning styles survey, a motivations survey and an adapting learning survey for English language acquisition. This study invited 430 junior high school students to take part in the questionnaire but only 387 questionnaires were found to be valid after statistics analysis by means of SPSS 10.0. The data were analyzed with descriptive statistics, t-test, one-way ANOVA, the chi-square test, and multiple regression. The results obtained as follows. 1. Most of the junior high school students are divergers of learning styles, and most of those have the instrumental motivation, as well as approach adaptive learning in English language acquisition. 2. There are significant differences in different learning styles of junior high school students in adaptive learning. 3. There is the relationship between motivation and adaptive learning in junior high school students’ English language acquisition. 4. There are significant differences in the effect of background variables among junior high school students’ learning styles, motivations, and adaptive learning in English language acquisition except for grades variables of learning styles. 5. The junior high school students’ learning styles and motivations in English language acquisition could predict adaptive learning.