The study of English learning motivation, English learning anxiety and self-efficacy in the junior high school students in Taitung

• Main Authors: Che-Shuo Chang, 張哲碩
• Other Authors: Ben-Yuh Liao
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/17871039145302536355

碩士 === 國立臺東大學 === 教育學系(所) === 101 === Abstract The study aimed to discuss the junior high school students’ motivation, anxiety, and self-efficacy in English learning. To investigate the circumstances of students’ English learning, the 500 students from the seventh and ninth grade in Taitung, Taiwan junior high schools were the participants. Furthermore, “English Learning Motivation Scale”, “English learning Anxiety Scale”, and “Self-efficacy Scale” had been mainly carried out in the study. “ t-test and Pearson’s Product-moment Correlation” were used to analyze the data. The important finds in the study are as follows. 1. Students’ learning motivation was under middle level, anxieties were middle level, and learning self- efficacies were also middle level. 2. Female students scored higher grades in school courses and intrinsic motivation than male students. 3. On school courses and extrinsic motivation, the 7th grade students scored higher than the 9th grade. 4. On English learning motivation, the students learning English for more than 6 years scored higher than the students who never learned before. 5. The difference between girls and boys was not significant on English learning anxiety. 6. On the fear of negative evaluation and test anxiety, the 9th grade students scored higher than the 7th grade. 7. On communication apprehension and the fear of negative evaluation, the students learning English for less than 4 years scored higher than the students learning English for more than 6 years. 8. On self-efficacy, female students scored higher than male students, both 7th and 8th grade students scored higher than 9th grade. The students who never learned English before got the worst, but the students studying in the urban schools got the best. 9. English learning motivation is correlated negatively with English learning anxiety. 10. English learning motivation is correlated positively with self-efficacy. 11. English learning anxiety is correlated negatively with self-efficacy. According to these findings, some suggestions for educational guidance were proposed. Moreover, recommendations for further studies were offered in this dissertation.