A Study of Relationship between Junior High School Students’ English Learning Motivation and Satisfaction: Taoyuan County as an Example

• Main Authors: Tzu-Yi Cho, 卓姿誼
• Other Authors: Frank Huang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/77734075526277871704

碩士 === 中原大學 === 教育研究所 === 99 === A Study of Relationship between Junior High School Students’ English Learning Motivation and Satisfaction: Taoyuan County as an Example Abstract The purpose of this study is to explore the current situation of junior high school students’ English learning motivation and satisfaction and most importantly, the relation between them. The methodology of this study is mainly a questionnaire survey. The questionnaire was constructed by the subscale: The Survey of Junior High School Students’ English Learning Motivation and Satisfaction. The questionnaires were sent to 1537 students and there were totally 1384 questionnaires collected. The valid respondent rate was 96%. The major findings are as the following: 1. The junior high school students scored over average on English learning motivation. The highest scores fell in “instrument value” and the lowest scores were in “internal goal.” 2. The junior high school students scored over average on English learning satisfaction. The highest scores fell in “teachers’ instruction” and the lowest scores were in “learning environment.” 3. There were significant differences in students’ English learning motivation in terms of different stages to start learning English, after-school learning ways, parents’ social economic status and school position. 4. There were significant differences in students’ English learning satisfaction in terms of grade, after-school learning ways, parents’ social economic status, scale of the school and school position. 5. There were positive correlations between students’ English learning motivation and satisfaction. 6. Among all the aspects of English learning motivation, “internal goal” effected students’ attitude toward English learning satisfaction the most. Finally, according the findings above, suggestions were given to the educational administrations, schools, teachers and future research. Key words: English, learning motivation, learning satisfaction