A Study of the Relationship Between English Learning Motivation and Teachers’ Teaching Styles in Elementary Schools in Hua Lien

• Main Authors: Sui-King Cheng, 鄭琡金
• Other Authors: Yin-Wen Wang
• Format: Others
• Language: en_US
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/63107075230126331338

碩士 === 康寧大學 === 應用英語研究所 === 100 === The purpose of this study is to explore the relationship between students’ motivation and teaching styles in elementary school in Hualien. There are three keys for this study: (1) the students’ perceptions of their English teachers’ teaching styles (2) the impact of students’ background, such as being of Aboriginal or non-Aboriginal descent, grade level, and the length of English study on students’ learning motivation, and (3) to explore the relationship between students’ learning motivation and teachers’ teaching style. The participants in this study were from thirteen elementary schools in Haulien County. In all, there were 737 students from the third to the sixth grade included. This study used the Questionnaire of the Teaching Style and English Learning Motivation for data collection. All of the data were analyzed by using the Statistical Package for Social Sciences (SPSS 12.0), descriptive statistics, independent sample t-test, and Pearson correlation analysis. Three major findings were as follows: (1) From students’ perspectives, teachers tended to prefer student-centered teaching styles. (2) Students’ academic backgrounds affected students’ motivation to learn. The learning motivation of mid- and upper-grade students were different. The mid-grade students were found to possess higher levels of motivation than upper-grade students. The length of English study also had significant effects. For students learning English, from the first year to the fourth year of study, students possessed a strong motivation to learn. (3) There was a significant relationship between students’ learning motivation and teachers’ teaching style.