| Summary: | 碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 100 === The purpose of this study is to explore the enhancement of EFL elementary school students’ English motivation through the e-learning system. Elementary school students in Taiwan were provided with more opportunities to improve or strengthen their ability to learn English. Additionally, the study aims to recognize the factors affecting the students’ motivation by using Keller’s ARCS motivational model design, which included attention, relevance, confidence and satisfaction. A total of 80 students, from third through sixth grade of elementary school from a variety of different schools, were recruited at a private cram school in southern Taiwan as participants. The collected data involved the students’ scores of the pre-exercise and post-exercise tests, a questionnaire with five-point Likert scale and the interview transcripts. Pre-exercise and post-exercise tests were adopted to examine the effectiveness of the e-learning system in enhancing students’ English learning motivation. The questionnaire was adopted to explore students’ reflections towards learning English through the Live ABC e-learning system. Interviews were conducted to understand deeper perspectives on their learning behavior in the e-learning system, which in turn influenced learning outcomes behind the questionnaire. The data gathered was analyzed by computer software SPSS version 17.0. Descriptive statistics, T-test, were used as the statistical methods. The findings of this study were divided into five parts as follows: First, elementary school students displayed significant improvements in English learning after the engagement of the e-learning system.
Second, the results of the questionnaires revealed that over 70% of the students
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agreed that English learning motivation derives from the e-learning activities involving interest, curiosity, worth of future goals, confidence of achieving success. Over half of the interviewees reported that English learning motivation was derived from a sense of satisfying achievement, interaction, choice of learning, timely feedback and user friendliness. Additionally, all interviewees agreed unanimously that the approach of e-learning instruction is helpful for developing listening. Third, there is a significant difference in the motivational factor of Relevance for the more and less proficient groups; whereas, there is no significant difference among three motivational factors of Attention, Confidence and Satisfaction. Fourth, there is a significant difference between the levels of progress and the time spent studying between the groups using the Live ABC e-learning system. In sum, this study concluded that learning English through the Live ABC e-learning system to enhance EFL elementary school students’ motivation can be useful. It further suggests that educators, policymakers and researchers establish a well-design e-learning environment. At last, it is hoped that the results of this study could be of great benefit for developing teaching and learning in Taiwan. Key words: EFL elementary school student, e-learning system
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