A Research on Learning Motives and Life Adaptability in International Students with Undergraduate

• Main Authors: CHU, LI-MEI, 朱麗美
• Other Authors: LIU, MING-ZONG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/24172370692590070603

碩士 === 國立屏東大學 === 華語文教學碩士學位學程 === 105 === In the last two decades, Taiwan has seen growing importance placed on research in the area of Teaching Chinese as a Second/Foreign Language (TCSL). There has been a dramatic growth of research concerned with international undergraduate students. While TCSL has been extensively investigated, the association between the learning motives, adaptability process and satisfaction is unexplored. This research focuses on the life adaptability, learning motives, evaluation of learning adaptability and the learning satisfaction gaining from the three areas mentioned above. In this study, a two-phase study will be hypothesized with a survey methodology, which included satisfaction questionnaire and interview. Both qualitative and quantitative data analyses will be performed. The results show that the educational satisfaction is generally well. A striking effect of lower tuition policy appears to be a favorable factor on learning motives. The ANOVA indicates a more significant effect on elder age (aged 23-27) in learning adaptability. The obtained score is high, suggested the cohesiveness and life adaptability is stronger among those learners from Hong-Kong. In the learning adaptability area, students from Vietnam performed obviously better than their peers. In the univariate regression analyses, learning adaptability and learning motives have been shown positively correlated with educational satisfaction, while life adaptability did not positively correlate with learning satisfaction. In multivariate stepwise regression analysis, learning adaptability is a strong predictor of educational satisfaction. The future prospects and development of professional TCSL instructors are warranted by striving for excellence in higher education, certification and accreditation for educational promotion, knowledge progress in teaching, and the language pedagogy by interactive approaches from colleagues.