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論文名稱	Taiwanese EFL Learners and their L2 Motivation
研討會開始日期	2016-03-26
研討會結束日期	2016-03-26
所有作者	Chen Szu-An
作者順序	第一作者
通訊作者	否
研討會名稱	The 2016 Educational Innovation Conference
是否具有對外公開徵稿及審稿制度	是
研討會舉行之國家	NATTWN-中華民國
研討會舉行之城市	Kaohsiung
發表年份	2016
所屬計劃案	無
可公開文檔
可公開文檔
可公開文檔

[摘要] :
This interview study is to explore the fluctuating nature of motivation for studying English and the perceived motivational factors of Taiwanese senior-high-school students. The semi-structured interview guides were developed and piloted before data was collected through individually interviewing 26 students and seven English teachers at a local senior high school in 2008. Each audio-recorded interview lasted 30 to 40 minutes with the students and 40 to 60 minutes with the teachers. The participants reported a number of external factors with positive or negative motivational influences, such as significant others (e.g. teachers, parents), exams, test scores, and learning experience, on senior high school students’ maintenance of motivation to study English. The research findings indicate that many students are still mindful of their exam performance and willing to study English even though the university enrolment rate has soared in the wake of the multi-channel university admission system, not even mention that higher education institutions are struggling to weather the impact of low fertility on their student recruitment. This presentation suggests that teachers play a crucial role in stabilizing students’ internal affective states through co-constructing effective thinking patterns and perceptions of self-worth. Hopefully students can realize their potential for personal control over thinking processes and discard their negative self-beliefs initiated by external grading standards to regain the power to create their future possibilities.

[英文摘要] :
This interview study is to explore the fluctuating nature of motivation for studying English and the perceived motivational factors of Taiwanese senior-high-school students. The semi-structured interview guides were developed and piloted before data was collected through individually interviewing 26 students and seven English teachers at a local senior high school in 2008. Each audio-recorded interview lasted 30 to 40 minutes with the students and 40 to 60 minutes with the teachers. The participants reported a number of external factors with positive or negative motivational influences, such as significant others (e.g. teachers, parents), exams, test scores, and learning experience, on senior high school students’ maintenance of motivation to study English. The research findings indicate that many students are still mindful of their exam performance and willing to study English even though the university enrolment rate has soared in the wake of the multi-channel university admission system, not even mention that higher education institutions are struggling to weather the impact of low fertility on their student recruitment. This presentation suggests that teachers play a crucial role in stabilizing students’ internal affective states through co-constructing effective thinking patterns and perceptions of self-worth. Hopefully students can realize their potential for personal control over thinking processes and discard their negative self-beliefs initiated by external grading standards to regain the power to create their future possibilities.

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