The Relationship between Motivation for EFL Learning and Intrinsic Motivation for Overall Learning among Taiwanese Elementary School Students—A Case in New Taipei City

• Main Authors: Kuo, Shu Hua, 郭淑華
• Other Authors: Yu, Ming Chung
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/du7ym9

碩士 === 國立政治大學 === 英語教學碩士在職專班 === 104 === Motivation has been argued as one of the main affective factors for successful learning. Many studies have suggested that intrinsic motivation may be the key element for autonomous, persistent and successful learning (Ratelle et al., 2004). However, when it comes to English as a Foreign Language (EFL) learning, studies have showed that extrinsic motivation plays a crucial role (Nikolov, 1999). Some research also showed that EFL learning motivation and overall intrinsic motivation decreased as students’ age increased (Carreia, 2011). Understanding students’ motivation development and the potential reasons behind the changes is important to teachers. The purpose of the present study was to investigate (1) age-related EFL learning motivation development among elementary school students, (2) the potential factors that motivate their EFL learning, and (3) the relationship between overall intrinsic learning motivation and EFL learning motivation. Adapted questionnaires were distributed to 214 students in a public elementary school in New Taipei City in Taiwan. Qualitative and quantitative analysis methods, including number distribution, recurring theme analysis, ANOVA and Pearson Correlation Coefficient, were applied to analyze the data. The results are summarized as follows: 1. Students’ EFL learning motivation increased moderately as their age grew. Age was not a significant predictor for the EFL learning motivation development. 2. Taiwanese pupils’ EFL learning motives were mainly extrinsically oriented. 3. The overall intrinsic learning motivation decreased moderately as students’ age increased. 4. Though pupils’ overall intrinsic motivation went down in the course of time, their EFL learning motivation, on the contrary, went up. The two types of motivation were not significantly correlated. 5. Teachers may boost students’ learning motivation if they could incorporate children-friendly and interesting learning activities into their teaching. 6. Younger students preferred fun learning games and activities, whereas older students preferred trendy information, such as pop music. 7. Older students were more confident in challenging tasks than younger ones. Teachers should be careful with evaluation and encourage students to rise to challenges. 8. Innovative teaching approaches and aids that provide better student involvement may boost students’ learning motivation. Based on the findings, suggestions are provided for elementary school English teachers, homeroom teachers, and researchers of related topics.