| Summary: | 碩士 === 國立雲林科技大學 === 應用外語系 === 104 === The study aimed to explore the relationships among English learning anxiety, learning motivation and English achievement of EFL vocational high school students. A quantitative approach was employed in this survey research. The questionnaire is administered to 320 12th graders of one public vocational high school in central Taiwan. Foreign Language Classroom Anxiety Scale (FLCAS) with three dimensions: communication apprehension, test anxiety and fear of negative evaluation, developed originally by Horwitz (1986), was conducted to investigate students’ English learning anxiety. Moreover, Motivated Strategies for Learning Questionnaire (MSLQ), with five dimensions: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning belief, self-efficacy for learning and performance, developed by Pintrich et al (1986) was adopted to examine students’ English learning motivation. The data was analyzed by Pearson correlation and multiple regression analysis.
The findings are summarized as follows:
1. Students’ learning anxiety was moderately and negatively correlated with English achievement. Besides, the most influential learning anxiety to students’ English achievement is test anxiety, followed by communication apprehension, and then was fear of negative evaluation.
2. Students’ learning motivation was positively and moderately correlated with English achievement. Moreover, the most prominent motivation is self-efficacy.
3. Students’ learning anxiety is significantly and negatively correlated with their learning motivation.
At last, conclusions and pedagogical implications were proposed, limitations and suggestions for future studies are also provided.
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