A Study of Motivation and English Academic Achievement among Vocational High School Students

• Main Authors: Yi-Shu Chi, 齊宜恕
• Other Authors: Wen-Cheng Hsu
• Format: Others
• Language: en_US
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/92870237803184526489

碩士 === 中原大學 === 應用外語研究所 === 100 === The main purpose of this study is to investigate the relationship between motivation and English academic achievement. This study explores whether high motivation will lead to high achievement and low motivation will lead to low achievement. In addition, this study examines the distribution of motivation types of vocational high school students in Taiwan, and further to investigate whether high English achievers and low English achievers possess different levels of motivation. Seven 10th grade intact classes from a selected vocational high school in the Northern Taiwan participated in this study. Two types of quantitative instruments were employed in the data collection. The revised version of Brown’s(2000) intrinsic motivation and extrinsic motivation questionnaire was administrated to assess the students’ types of motivation, and the average score of three school monthly exams was adopted as the indicator for the students’ academic achievement. Quantitative analysis was employed in this study, including descriptive statistics, correlation analysis, and independent sample T-test. The results indicated that vocational high school students adopted more intrinsic motivation than extrinsic motivation in English learning. In addition, there was a significant difference between high English achievers and low English achievers in terms of intrinsic motivation and extrinsic motivation. High English achievers manifested more intrinsic motivation and extrinsic motivation than low English achievers. However, the results showed that there was no significant correlation between high motivation and English academic achievement but weak positive correlation between low motivation and English academic achievement.