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|Other Titles:||A Passion for English Learning? Comparing the English Learning Motivations and Self-Perceived English Proficiency between Two Types of College Students in Taipei, Taiwan*|
Department of Educational Psychology, NTNU
|Abstract:||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。|
This study investigated the English learning motivations and self-perceived English proficiency between two types of collegestudents in Taipei. Students from public, private, comprehensive, and vocational colleges were selected and 720 effectivesamples were obtained. Factor analysis, t-test, MANOVA, and multiple regression were used to conduct the data analysis. Ascale with 15 items of English learning motivations was designed and 12 items were retained after an item analysis andexploratory 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 internalconsistency reliability (α = .850 - .913), test-retest reliability (r = .88 - .93), and good construct validity. The researchfindings are as follows: First, intrinsic motivation had the highest intensity, whereas passivity towards requirementsmotivation had the lowest intensity. This result differed from those of many studies that found that East Asian students hadlow 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 collegestudents). For instrumental motivation, comprehensive college students had significantly higher motivation than vocationalcollege students did. Third, students’ self-perceived English proficiency was not high (1.64 on a 3-point scale). The femalestudents’ mean score was significantly higher than that of male students. Moreover, college students’ comprehensive meanscore was significantly higher than that of vocational college students. Furthermore, the results also revealed the strongpredictive 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
|Appears in Collections:||教育心理學報|
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