English Leisure Activities as a Mediator among English Learning Motivation to Learning Achievement of Taichung Elementary School Children

• Main Authors: Zeng-Pei Jun, 曾珮君
• Other Authors: SU-SHIANG LEE
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/35763166195903946390

碩士 === 朝陽科技大學 === 休閒事業管理系 === 104 === This study aims to discuss the current status and associativity among elementary school children’s English learning motivation, English leisure activities and English learning achievement. It also tries to understand the differences of different background variables on elementary school children’s English learning motivation, English leisure activities and English learning achievement. In this study, questionnaire survey was used. Elementary school children in Taichung are the main subjects. 817 questionnaires were issued (include 390 boys, 367 girls), and collected 757 questionnaires for use, the effective response rate was 92.7%. The data was analyzed by Descriptive Statistics, Independent Samples t Test, One-way ANOVA, Multiple Regression Analysis and mediation verification. Through the analysis, the results of the study were shown as below: 1.Elementary school children are aware of the above-average of English learning motivation, below-average of English leisure activities and above-average of English learning achievement. 2.There were significant differences among different "Gender", "English Communicator", "English Learning Experience" and "Cram English Studying" to English learning motivation, English leisure activities and English learning achievement. 3. English learning motivation affects English leisure activities and English learning achievement significantly, and English leisure activities significantly affect English learning achievement, too. 4. English leisure activities have partial mediation effect on English learning motivation and English learning achievement. Through these findings, the study found that elementary school children are lack of accompany from parents on English learning. If parents can participate in children’s learning time and support them for all the learning parts, children can achieve the better learning effects more effectively. The study also found that children join English leisure activities less. They don’t have chances to participate in Multi-English-related activities. However, English leisure activities are the key to enhance children’s English learning motivation and promote better English learning achievement. If schools and parents can concern the issue more, and help children join casual and daily learning, children’s English abilities will increase little by little, and lead to positive English learning. Finally, the findings of the study will provide relevant units, teachers, parents and the future researchers as a reference for making English learning policies or teaching guidelines.