| Summary: | 碩士 === 國立彰化師範大學 === 兒童英語研究所 === 101 === This study investigated junior high school EFL students’ learning motivation, self-efficacy, willingness to communicate (WTC) in English, English achievement and the differences between grades at three level of junior high. The relationships between learning motivation, WTC in English, self-efficacy and students’ English achievement were also explored among the 329 southern Taiwanese junior high school students who participated in the study. The data were collected by questionnaires consisted of learning motivation, self-efficacy, and WTC in English subscales. In addition, students’ English achievement was represented by their average scores of English monthly exams and the ratings from their English teacher. The collected data were analyzed by descriptive statistics, one-way ANOVA, and Pearson correlation.
It was found that the students regard English as an international language which they were motivated to learn. The responses from the questionnaire revealed participants’ positive attitudes toward English and its community. In addition, most participants were reported to make extra effort to learn English voluntarily. The results from Pearson correlation showed that participants’ WTC in English was closely related to their learning motivation. In addition, self-efficacy was highly relevant to English achievement. The one-way ANOVA results indicated a significant difference among the three levels of students in terms of learning motivation and WTC. Finally, this study provides pedagogical implications and suggestions for further studies.
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