| Summary: | 碩士 === 輔仁大學 === 日本語文學系碩士班 === 102 === Abstract
Using sample collected from junior to senior Japanese-majored undergraduate students in Taipei, this research is designed to study their learning motivations and learning strategies. In addition, we investigate the interrelationships among their personal backgrounds, learning motivations, and learning strategies. Lastly, according to the results, the current study provides suggestions on teaching scenario and course design. Both literature review and survey are adopted in this research. Served as our research basis, the related literatures in learning motivation and strategies are collected and reviewed in a rigorous manner. After reviewing previous studies, we design and disseminate questionnaires to 750 undergraduate students in Soochow University, Tamkang University, and Fu Jen University. The data is further analyzed by one-way ANOVA, t-test, and correlation analysis. Our results indicate that: (i) in learning motivation, ability building reveals the greatest impact while induced learning has slight effect; (ii) Compared to memory strategy, which is less likely to be considered and adopted by students, social strategy has become the most frequently used learning strategy; (iii) The employment-oriented undergraduates tend to use metacognition strategy to learn; (iv) Affected by their expectations and uncertainties toward job market, senior students and those who have jobs display higher motivations for pursuing employment and enhancing their abilities;(v) The employed rarely uses memory strategy, which indicates that these students mainly spend their limited leisure time on their works instead of their studies. While junior students demonstrate better self-control, they do not familiar with metacognition strategy, which implies that these students lack experiences in learning and social training in comparison to senior students.
Keyword: Learning motivations; Learning strategies; Survey-Based Research; ANOVA
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