Self-Determination Theory for College Students’ English Learning Motivation in Taiwan

• Main Authors: Ting-yun Hsu, 許丁勻
• Other Authors: 劉淑楨
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/33626952084883662321

碩士 === 立德大學 === 應用英語研究所 === 98 === This study aimed at investigating college students’ English learning motivation through self-determination theory. The quantitative research method was implemented. A total of 363 Taiwanese college students from English major and non-English major participated in this survey. English Learning Motivation Questionnaire (Noels et al., 2000) was the main instrument used in this study. Descriptive statistics, independent-samples t test, and stepwise multiple regression analysis were conducted to analyze the research questions. The results of this study were summarized as follows: Firstly, most college students’ current level of English learning motivation belonged to identified regulation and external regulation while least college students appertained to amotivation. Secondly, there was a significant difference between English major and non-English major in college students’ English learning motivation. English major college students had stronger motivational intensity than non-English major college students in learning English. Thirdly, there was a significant difference between male and female in college students’ English learning motivation. Females had higher English learning motivation than males. Fourthly, amotivation and intrinsic motivation were significantly predicted English major and non-English major college students’ English proficiency. Gender was an important predictor in non-English major college students’ English proficiency. This study found that college students who had weak amotivation had better English proficiency while those who had stronger intrinsic motivation had better English proficiency as well. Nevertheless, non-English major college males and females had poor English proficiency. Pedagogical implications suggested that teachers attempt to promote learners’ interests in learning English so as to increase learners’ English learning motivation.