| Summary: | 碩士 === 國立嘉義大學 === 體育與健康休閒學系研究所 === 104 === The main purposes of the research were not only to analyze the differences of the personal background variables of the students of the departments related to physical education of universities among the English learning motivation, English learning barriers, English learning behavior and social support, but also to verify the relationships of the influences among the English learning motivation, English learning barriers, English learning behavior the moderating effect of social support . A total of 700 questionnaires were issued to the research subjects at 14 universities, 50 questionnaires for each university, and 649 valid questionnaires were returned which showed the valid return rate of 92.7%. The statistical analysis found that: 1. The variables of the “Students’ grades.”, “Do you attend English tutoring classes?”, and “The best performances you have ever made in a competition.” are not significant in the English learning motivation. The variables of the “Students’ gender.”, “The students with great performances on sports.”, “Do you think that English is important?”, and “Have you ever participated in a competition abroad?” are significant in the English learning motivation. The female students have higher English learning motivation than the male students. The students with great performance on sports and the students have participated in a competition abroad have lower English learning motivation than their counterparts. The students think that English is important have higher English learning motivation than the students think that English is unimportant. 2. The variables of the “Students’ gender.”, “Students’ grades.”, “Do you attend English tutoring classes?”, “Do you think that English is important?”, “Have you ever participated in a competition abroad?”, and “The best performances you have ever made in a competition.” are not significant in the English learning barriers. The variable of “The students with great performance on sports” is significant in English learning barriers and these students have higher English learning barriers than their counterparts. 3. The variables of the “Students’ grades, “The students with great performances on sports”, and “Have you ever participated in a competition abroad?” are not significant in English learning behavior. The variables of the “Students’ gender”, “Do you attend English tutoring classes?”, “Do you think that English is important?”, and “The best performances you have ever made in a competition” are significant in English learning behavior. The female students have higher English learning behavior than the male students. The students think that English is important, attend English tutoring classes, and think that English is important have higher English learning behavior than their counterparts. The students have won the prizes in the county or city sports competitions have higher English learning behavior than those who have won the prizes in the national sports competitions. 4. The variables of the “Students’ gender.”, Students’ grades.”, “The students with great performances on sports.”, “Do you attend English tutoring classes?”, and “Have you ever participated in a competition abroad?” are not significant in English social support. The variables of “Do you think that English is important?” and “The best performances you have ever made in a competition.” are significant in English social support. The students think that English is important have higher support in social support than their counterparts. The students have won the prizes in the county or city sports competitions have higher support in English social support than the students have won the prizes in the national sports competitions. 5. Verifying the influences of English learning motivation and English Learning barriers on English learning behavior as well as social support as a moderator, the results showed that English learning motivation will help decrease the English learning barriers and increase the English learning behavior; the English learning barriers will help decrease the English learning behavior; the moderator of social support is significant in the English learning motivation to the English learning barriers ,but it is not significant in the English learning barriers to the English learning behavior or the English learning motivation to the English learning behavior. 6. The variable of the English learning motivation explains 5％ of R2 (R square) of the English learning barriers. And the variables of the English learning motivation, the English learning barriers and social support explain 33％ of R2 (R square) of the English learning behavior.
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