| Summary: | 碩士 === 南台科技大學 === 應用英語系 === 100 === This study aimed to investigate the vocational technology students' English learning motivation. The research participants were 820 sophomores of Southern Taiwan University of Science and Technology in Tainan. A questionnaire was used to survey their English learning motivation, expectancy, and self-evaluation. The constructs of the questionnaire were derived from Dörnyei and Ottó’s process model of second language motivation. Confirmatory factor analysis and structural equation modeling were used to examine the relationships among English learning motivation, expectancy, and self-evaluation.
The statistical data indicated that passing graduation requirement was the strongest motivator to push students to learn English. Requirement and integrative orientations were latent variables extracted from students' English learning motivation. Both motivation orientations had only indirect significant effect on self-evaluation of English ability through the mediator variable of expectancy. The integrative orientation, however, affected more strongly than the requirement one the self-evaluated ability via expectancy. There was no significant difference between students across majors in the model fitness. Based on the results, pedagogical implications of the study were addressed, and suggestions were provided for English teaching and future research as well.
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