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

Yann-Ru Ho

doi:10.6251/BEP.201903_50(3).0007

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P529 - 549

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

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

对英语学习的热情？比较台北市两种类型大学生的英语学习动机与自我知觉英语能力

何彦如(Yann-Ru Ho)

教育心理学报； 50 卷 3 期 (2019 / 03 / 01) ， P529 - 549

英文 DOI： 10.6251/BEP.201903_50(3).0007

College students ； English learning motivation ； Self-perceived English proficiency ；大学生；自我知觉英语能力；英语学习动机

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摘要 │ 参考文献 (58) │ 国际计量

摘要〈TOP〉

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.

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参考文献 ( 58 ) 〈TOP〉

Chien, C. N.,Kao, L. H.,Ching, H. L.(2011).Differences in English learning motivation: An empirical study of university EFL learners in Taiwan.Journal of Chang Jung Christian University,15(2),77-98.
连结：
Lu, S. M.(2012).Structures and examinees’ performances of the reading tasks on the English Basic Competence Test for junior high school students.Journal of Educational Practice and Research,25(1),67-96.
连结：
Su, S. W.(2005).Graduation threshold of English competency: A needs analysis from the perspective of technological institute students.Educational Review,24,47-66.
连结：
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.
连结：
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.
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