A Passion for English Learning? Comparing the English Learning Motivations and Self-Perceived English Proficiency between Two Types of College Students in Taipei, Taiwan

This study investigated the English learning motivations and self-perceived English proficiency between two types of college students in Taipei. Students from public, private, comprehensive, and vocational colleges were selected and 720 effective samples were obtained. Factor analysis, t-test, MANOVA, and multiple regression were used to conduct the data analysis. A scale with 15 items of English learning motivations was designed and 12 items were retained after an item analysis and exploratory factor analysis. Using exploratory and confirmatory factor analysis, three factors-intrinsic motivation, instrumental motivation, and passivity towards requirements motivation-were extracted. This scale had high internal consistency reliability (α = .850 - .913), test-retest reliability (r = .88 - .93), and good construct validity. The research findings are as follows: First, intrinsic motivation had the highest intensity, whereas passivity towards requirements motivation had the lowest intensity. This result differed from those of many studies that found that East Asian students had low intrinsic motivation. Second, among the three motivations, intrinsic motivation differed significantly based on sex (female students ＞ male students) and between the type of college (comprehensive college students ＞ vocational college students). For instrumental motivation, comprehensive college students had significantly higher motivation than vocational college students did. Third, students' self-perceived English proficiency was not high (1.64 on a 3-point scale). The female students' mean score was significantly higher than that of male students. Moreover, college students' comprehensive mean score was significantly higher than that of vocational college students. Furthermore, the results also revealed the strong predictive power (31.9%) of background variables (gender and college type) and three types of motivations on students' self-perceived English proficiency. Finally, this study offered suggestions for increasing students' English learning motivation.

關鍵字

College students ； English learning motivation ； Self-perceived English proficiency

並列摘要

本研究探討綜合與科技兩類大學生的英語學習動機和自我知覺英語能力。從臺北市抽樣公私立之綜合與科技大學，共得720份有效問卷。資料分析採EFA與CFA、t檢定、MANOVA和多元迴歸等。自編「英語學習動機量表」，因素分析抽出內在動機、工具性動機和外在要求的被動性動機等三因素，以及「自我知覺英語能力量表」，均具良好信效度。研究發現：1.內在動機強度最高，有別於東亞大學生的英語內在動機較低的結果；而外在要求的被動性動機最低，也呼應近期部份大學學生廢除英檢畢業門檻（外在要求動機），轉而重視內在學習動機之訴求。2.學生的自我知覺英語能力不高，平均為1.64（3點量表）。3.大學生之背景變項加三種學習動機對其自我知覺英語能力的預測力為31.9%。最後，提出增強學生英語學習動機的建議。

並列關鍵字

大學生；自我知覺英語能力；英語學習動機

參考文獻

Wu, Y. S., & Lin, J. P. (2009). A study of the relationship among English learning environment, learning motivation and learning strategies of college students. Journal of Taipei Municipal University of Education: Education, 40(2), 181-222. DOI: 10.6336/JUTe/2009.40(2)6

Sung, Y. T., Chou, Y. T., & Tseng, F. L. (2014). Standards-based assessments for 12-year basic education in Taiwan. Journal of Research in Education Sciences, 59(1), 1-32. DOI: 10.6209/JORIES.2014.59(1).01

Chen, J. F., Warden, C. A., & Chang, H. T. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39(4), 609-633. DOI: 10.2307/3588524

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 237-284. DOI: 10.1111/j.1540-4781.1994.tb02042.x

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. DOI: 10.1017/S026144480001315X

國際替代計量

A Passion for English Learning? Comparing the English Learning Motivations and Self-Perceived English Proficiency between Two Types of College Students in Taipei, Taiwan

全文下載

主題瀏覽