| Summary: | 碩士 === 世新大學 === 圖文傳播暨數位出版學研究所(含碩專班) === 104 === Technology has changed the forms of learning. Learning materials are evolving from paper books to e-books and various mobile applications. Learners can download mobile learning materials to their devices. These new ways of learning are getting popular especially in English Learning. However, whether mobile learning materials can really meet learners’ motivations to let them continue to use and learn are still needed to discuss. This research is based on the ARCS Model of Motivation (Attention, Relevance, Confidence and Satisfaction) and related literatures to design the questionnaire survey to investigate the questions. The three main purposes are: investigating how learners use mobile English learning applications, delving on the factors affecting learners' motivations in using these applications, and understanding how motivations differ within different learning backgrounds. The analysis of questionnaires is performed with the above purposes for the advice and reference in the developments of mobile English learning applications. The study is concluded that 91.2% of learners have used mobile English learning applications. In ARCS Model of Motivation, firstly, learners concern the confidence element built within the learning process, and the second element is relevance between learners and contents. Thirdly, learners' attentions should be attracted for concentration on learning and finally feel satisfied from using experiences. About the differences of motivations with different learning backgrounds, gender is not the distinct variable; conversely, in learning stages, college students’ scores in attention and confidence elements are higher than those of senior high school students.
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