| Summary: | 碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 107 === In recent years, public high school students’ English ability is decreasing and different. Especially, the low achievers gradually give up learning English. Thus, the purposes of this study were to explore the relationships between students' learning motivation and learning effects through the cultural festival learning, to analyze the relevance between the various factors, and to make a prediction.
In order to achieve the above purposes, first the teaching materials were gathered, the lesson plans were designed, and three cultural festival activities were conducted. Then, the questionnaires were used to collect data for analysis, which consisted of basic background, learning motivation, and learning effects. 73 participants filled up the questionnaires. Although only 62 copies of questionnaire were valid, the usable returned rate reached 86%. The data was analyzed by descriptive statistics, t-tests, one-way ANOVA, Pearson’s correlation, and stepwise multiple regression.
According to the analysis, there is no significant difference in learning motivation, and learning effects in terms of gender, class and whether to take part in a cram school or have a tutor. However, the times of going abroad and the initial English ability can improve students’ learning motivation, and learning effects.
Based on the findings of this study, suggestions are provided respectively for educational authorities, high schools, teachers and other researchers.
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