- 期刊
A Study of the Relationship between English Low Achievers' Learning Motivation and Desire to Improve English Four Skills in Technical College
技專校院英文低成就者改進英文聽說讀寫能力之慾望與英文學習動機之相關研究
摘要
本研究之目的在於了解技專校院英文低成就者的英文學習動機，以及改進聽說讀寫能力的慾望，並探討兩者之間的關係。本研究採問卷調查法，研究工具修改自黎瓊麗等人(2006)編製的英文學習動機量表，研究對象為217位美和科技大學英文C級的大一新生，研究發現英文低成就者的英文學習動機由高而低分別為工具性動機、期望價值、被動性動機、自我效能、文化動機及出類拔萃；結果顯示英文低成就 者渴望改進英文能力的順序為：口說、閱讀、聽力及書寫能力；並發現英文低成就者改進英文能力的慾望明顯影響其英文學習動機，對改進英文能力持正面答案者在多數的英文學習動機上明顯高於持負面答案者，持中立答案者在某些英文學習動機上明顯高於持負面答案者，最後，研究者根據研究結果提出在英語學習及教學上的建議。
並列摘要
The purpose of this study was to identify technical college English low achievers' learning motivation, desire to improve four skills, and to investigate the relationship between them. The instrument was a questionnaire including seven questions about the subjects' background and desire to improve their English four skills, and an English Learning Motivation Scale revised from the English Learning Motivation Scale designed by Li et al. (2006). The subjects were 217 English underachievers enrolled in the General English course at Meiho University. Based on the data collected from the questionnaire, the findings showed that the ranking of English learning motivation given by the subjects from the highest to the lowest was instrumental motivation, expectancy-value, passive motivation, self-efficacy, cultural motivation, and supereminence. And the ranking of English four skills the subjects would like to improve from the first to the last was speaking, reading, listening, and writing. Moreover, the subjects' desire o improve English four skills significantly had some impact on their English learning motivation. According to the data from the subjects' response to the desire to improve English four skills, mostly, the subjects with positive response significantly had higher English learning motivation than those with negative response. In addition, the subjects with neutral response significantly had more English learning motivation than those with negative response in some aspects. Finally, the researcher drew a conclusion and provided some implications for English learners and instructors.