| Summary: | 碩士 === 亞洲大學 === 外國語文學系 === 105 === Despite numerous studies on learning motivation and strategies, few studies focused on effects of learning motivations and strategies on foreign language performance among attentive versus inattentive EFL college students. This study is to investigate how students’ learning motivations and strategies affect their foreign language performance in attentive versus inattentive tendency groups. Motivated Strategies for Learning Questionnaire (MSLQ) was applied for measuring motivations and strategies of learning and TOEIC tests were performed in 213 college students who were further divided into two groups: attentive and inattentive students based on CAARS questionnaire (Conners’ Adult ADHD Rating Scales). By using SPSS for correlations, and structural equation modeling approach (SEM) for building two comparative models, we found that in attentive group, learners’ self-efficacy in learning motivation, as well as their elaboration, effort regulation and peer learning in learning strategies have positive impacts on learners’ language performance. However, only peer learning was found significant result in inattentive tendency group. To sum up, elaboration, self-efficacy, effort regulation and peer learning positively influenced EFL learners’ foreign language performance in attentive tendency, but only peer learning has positive influence in inattentive tendency students.
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