A New Approach in Motivating Taiwanese Student-Athletes' English Learning

Most Taiwanese student-athletes have trouble developing English as a communication tool; therefore, it is vital to understand their English learning motivation. Research examining non-native English-speaking student-athletes motivation to learn English remains scarce. This study involved 51 elite Taiwanese student-athletes from 18 sports at a national sports training center to help fill this research gap. It employed a mixed-methods approach utilizing quantitative questionnaires, qualitative interviews, and open-ended surveys. Findings revealed that they perceived learning English as necessary; however, their interest in learning English was moderately low. Extrinsic factors were identified as their primary motivation, followed by intrinsic motivation, while they exhibited very low English learning self-efficacy. Active English learners exhibit higher intrinsic motivation and self-efficacy than passive English learners. However, there was no difference in their extrinsic motivation and anxiety levels. When they applied their competitive spirit, active English learners had the potential to transfer extrinsic and intrinsic motivation into an internal drive, which boosted self-efficacy. The present study evidenced that self-efficacy is associated more with intrinsic motivation than extrinsic motivation. Therefore, we urge language teachers to emphasize intrinsic motivation and self-efficacy for student-athletes while transforming them into active English learners.

關鍵字

Sports English ； student-athletes ； self-efficacy ； intrinsic motivation ； English learning attitudes

並列摘要

臺灣大專學生運動員英文程度普遍不佳，提升運動員英語學習動機是重要議題，惟文獻中有關非英文母語的學生運動員英語學習動機的研究相當有限。本研究分析18所大學校院51名臺灣學生運動員的英語學習動機，採用混成式研究法，包含量化問卷與質性深度訪談及調查資料。研究發現，雖然大部份學生運動員皆認為英文學習很重要，但英文學習興趣卻不高；英文學習動機模式最主要的是「外在動機」，接著為「內在動機」，最低的是「自我效能」；特別的是，英文學習積極型菁英運動選手的「內在動機」與「自我效能」都顯著高於消極型學生運動員，而兩者在「外在動機」與「學習焦慮」卻無顯著差別。質性分析顯示，英文學習積極型的學生運動員可將其運動競爭精神，轉為英文學習之外在動機與內在動機，成為一種內在動力。本研究證明，相較於「外在動機」，學習者的「內在動機」與「自我效能」兩者的相關性更高，可促進英文學習。因此，我們認為英語教師應該採用新的教學模式，從內部強化學生運動員的英語學習動機；同時，教師可扮演鼓勵學生運動員英語學習的重要角色，提升運動員英文學習的「內在動機」與「自我效能」；最後建議英語教師應該加強運動選手的內在英語學習動機使他們轉變成為積極的英語學習者。

並列關鍵字

運動英文；學生運動員；自我效能；內在動機；英語學習態度

參考文獻

Kai, I.-H. (2012). The effect of ESP materials on college athlete students’ English learning motivation. Hwa Kang English Journal, 18(1), 117-146. https://doi.org/10.7109/hkej.201204.0115

Chiu, J. Y.-C., & Yakovleva, E. (2019). Using culturally relevant theory to foster athletes’ multiple intelligences in English learning motivation and confidence. Languages and International Studies, 21, 69-95. https://doi.org/10.3966/181147172019060021004

Lin, C. J. Y., & Liu, K. L. (2017). English language needs of college student-athletes in Taiwan. Sports and Exercise Research, 19(3), 229-242. https://doi.org/10.5297/ser.1903.003

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3

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