| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 97 === The purpose of the present study aimed at exploring the relationships among EFL junior high school students’ perceived teaching styles, types of motivation, and English achievement. Two hundred thirty-four first-year junior high school students participated in the study and completed one questionnaire which assessed the students’ perceived teachers’ teaching styles, types of motivation, and their English achievement. After the questionnaire survey was completed, in-depth interviews and observations were further adopted in the present study in order to collect more information about students’ perceived teachers’ teaching styles and motivation.
The major findings of the study are summarized as follows. First, both of students’ perceived autonomy-supportive teaching styles and controlling teaching styles received moderate mean scores respectively. Second, the highest mean scores of students’ motivational types was identified regulation. Thirdly, both controlling teaching styles and autonomy-supportive teaching styles were significantly related to all types of motivation, including external regulation, introjected regulation, identified regulation, and intrinsic motivation. Fourth, students’ English achievement was significantly correlated with intrinsic motivation and other two kinds of extrinsic motivation – introjected regulation, identified regulation.
In view of the findings of the study, some pedagogical implications are provided as follows. English teachers are suggested to adopt appropriate autonomy-supportive and controlling teaching styles to facilitate students’ motivation. Also, English teachers should emphasize the importance of both intrinsic motivation and extrinsic motivation because both of them play important roles in EFL junior high school students’ English learning processes.
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