研究資料首頁-> 期刊論文
研究資料明細
| 論文名稱 | New approach in motivating Taiwanese student-athletes’ English learning |
| 發表日期 | 2022-08-01 |
| 論文收錄分類 | 其他 |
| 所有作者 | 翁一珍、茉莉瓊安、林文川 |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 刊物名稱 | Languages and International Studies |
| 發表卷數 | 27 (Special Issue) |
| 是否具有審稿制度 | 是 |
| 發表期數 | |
| 期刊或學報出版地國別/地區 | NATTWN-中華民國 |
| 發表年份 | 2022 |
| 發表月份 | 8 |
| 發表形式 | 紙本 |
| 所屬計劃案 | 國家運動訓練中心109年度精進運動選手英文學習移動力(英產研字109030024號，計畫主持人) |
| 可公開文檔 |
|
| 可公開文檔 |
|
| 可公開文檔 |
[摘要] :
臺灣大專學生運動員英文程度普遍不佳，提升運動員英語學習動機是重要議題，惟文獻中有關非英文母語的學生運動員英語學習動機的研究相當有限。本研究分析18所大學校院51名臺灣學生運動員的英語學習動機，採用混成式研究法，包含量化問卷與質性深度訪談及調查資料。研究發現，雖然大部份學生運動員皆認為英文學習很重要，但英文學習興趣卻不高；英文學習動機模式最主要的是「外在動機」，接著為「內在動機」，最低的是「自我效能」；特別的是，英文學習積極型菁英運動選手的「內在動機」與「自我效能」都顯著高於消極型學生運動員，而兩者在「外在動機」與「學習焦慮」卻無顯著差別。質性分析顯示，英文學習積極型的學生運動員可將其運動競爭精神，轉為英文學習之外在動機與內在動機，成為一種內在動力。本研究證明，相較於「外在動機」，學習者的「內在動機」與「自我效能」兩者的相關性更高，可促進英文學習。因此，我們認為英語教師應該採用新的教學模式，從內部強化學生運動員的英語學習動機；同時，教師可扮演鼓勵學生運動員英語學習的重要角色，提升運動員英文學習的「內在動機」與「自我效能」；最後建議英語教師應該加強運動選手的內在英語學習動機使他們轉變成為積極的英語學習者。
[英文摘要] :
Most Taiwanese student-athletes have trouble developing English as a communication tool; therefore, it is vital to understand their English learning motivation. Research examining non-native English-speaking student-athletes motivation to learn English remains scarce. This study involved 51 elite Taiwanese student-athletes from 18 sports at a national sports training center to help fill this research gap. It employed a mixed-methods approach utilizing quantitative questionnaires, qualitative interviews, and open-ended surveys. Findings revealed that they perceived learning English as necessary; however, their interest in learning English was moderately low. Extrinsic factors were identified as their primary motivation, followed by intrinsic motivation, while they exhibited very low English learning self-efficacy. Active English learners exhibit higher intrinsic motivation and self-efficacy than passive English learners. However, there was no difference in their extrinsic motivation and anxiety levels. When they applied their competitive spirit, active English learners had the potential to transfer extrinsic and intrinsic motivation into an internal drive, which boosted self-efficacy. The present study evidenced that self-efficacy is associated more with intrinsic motivation than extrinsic motivation. Therefore, we urge language teachers to emphasize intrinsic motivation and self-efficacy for student-athletes while transforming them into active English learners.
[參考文獻] :
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
Basturkmen, H. (2013). Needs analysis and syllabus design for language for specificpurposes. In C. A. Cha; Elle (Ed.), The encyclopedia of applied linguistics (pp. 4209-4217). Chichester, UK: Wiley Blackwell.
Brislin, R. W. (1980). Translation and content analysis of oral and written materials. In H.C. Triandis & J. W. Berry (Eds.), Handbook of Cross-cultural Psychology (pp. 389-444). Boston: Allyn & Bacon.
Brown, J. D. (2016). Introducing needs analysis and English for specific purposes. London: Routledge.
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004-2009). Language Teaching, 45, 180-201. https://doi.org/10.1017/S0261444811000577
Chen, Y. L. (2019). Language barriers among Taiwanese national champions. Higher Education Studies, 9(1), 63-67. https://doi.org/10.5539/hes.v9n1p63
Chiu, J. Y.-C., & Yakovleva, E. (2019). Using culturally relevant theory to foster athletes’multiple intelligences in English learning motivation and confidence. Languages and International Studies, 21, 69-95. https://doi.org/10.3966/181147172019060021004
Chou, M.-H. (2015). Impacts of the test of English listening comprehension on students’ English learning expectations in Taiwan. Language, Culture and Curriculum, 28(2), 191-208. https://doi.org/10.1080/07908318.2015.1027216
Chou, M.-H. (2017). Impacts of the test of English listening comprehension (TELC) on teachers and teaching in Taiwan. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1-14. https://doi.org/10.1186/s40862-017-0028-9
Chou, M.-H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English-Medium instruction contexts. TESOL Quarterly, 52(3), 611-633. https://doi.org/10.1002/tesq.455
Connolly, G. J. (2017). Applying social cognitive theory in coaching athletes: The power of positive role models. Strategies, 30(3), 23-29. https://doi.org/10.1080/08924562.2017.1297750
Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research: Developments, debates, and dilemmas. Research in organizations: Foundations and methods of inquiry, 2, 315-326.
Deaton, S. (2015). Social learning theory in the age of social media: Implications for educational practitioners. Journal of Educational Technology, 12(1), 1-6. https://files.eric.ed.gov/fulltext/EJ1098574.pdf
Deci, E. L., & Flaste, R. (1996). Why we do what we do: Understanding self-motivation. London: Penguin books.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667343
Dörnyei, Z. (2019). From integrative motivation to directed motivational currents: The evolution of the understanding of L2 motivation over three decades. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 39-69). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-030-28380-3_3
Ellis, R. (2009). A reader responds to Guilloteaux and Dörnyei’s “Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation.” TESOL Quarterly, 43(1), 105-109. https://doi.org/10.1002/j.1545-7249.2009.tb00229.x
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Hwang, K. K. (2006). Moral face and social face: Contingent self‐esteem in Confucian society. International Journal of Psychology, 41(4), 276-281. https://doi.org/10.1080/00207590544000040
Ibrayeva, L., & Fuller, C. (2014). The L2 motivational self-system among Kazakh learners of LSP. Asian ESP Journal, 10(2), 40-63.
Jabbarifar, T. (2011). The importance of self-efficacy and foreign language learning in the 21st century. Journal of International Education Research (JIER), 7, 117.
https://doi.org/10.19030/jier.v7i4.6196
Kai, I.-H. (2012). The effect of ESP materials on college athlete students’ English learning motivation. Hwa Kang English Journal, 18(1), 117-146. https://doi.org/10.7109/hkej.201204.0115
Lin, C. J. Y., & Liu, K. L. (2017). English language needs of college student-athletes in Taiwan. Sports and Exercise Research, 19(3), 229-242. https://doi.org/10.5297/ser.1903.003
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123-163. https://doi.org/10.1111/1467-9922.00212
Mills, N. (2004). Self-Efficacy of college intermediate French students: Relation to motivation, achievement, and proficiency [Doctoral dissertation, Emory University]. http://www.sas.upenn.edu/-nmills/Dissertation
Millrood, R. (2001). Comment. Unsuccessful learners: in search of a neglected cornerstone. ELT Journal, 55(4), 405-407. https://doi.org/10.1093/elt/55.4.405
Nia, M. E., & Besharat, M. A. (2010). Comparison of athletes’ personality characteristics in individual and team sports. Procedia - Social and Behavioral Sciences, 5, 808-812. https://doi:org/10.1016/j.sbspro.2010.07.189
Peer, K. S., & McClendon, R. C. (2002). Sociocultural learning theory in practice: Implications for athletic training educators. Journal of Athletic Training, 37(4 Supplement), S-136-S-140. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC164414/
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Samsudin, Z., Shamsudin, Z., Arif, M., & Faisal, M. (2017). The application of Bandura’s social learning theory in the teaching of academic writing. Global Journal of Business & Social Science Review, 5(2), 1-9. https://ssrn.com/abstract=3002405
Sheard, M., & Golby, J. (2010). Personality hardiness differentiates elite‐level sport performers. International Journal of Sport and Exercise Psychology, 8(2), 160-169. https://doi.org/10.1080/1612197X.2010.9671940
Sports Administration. (2013). 體育運動政策白皮書 [Sports Policy White Paper]. Taipei, Taiwan: Ministry of Education. https://www.sa.gov.tw/Resource/Other/f1519884683203.pdf
Sports Administration. (2017). 體育運動政策白皮書 2017 修訂版 [2017 Revision of the Sports Policy White Paper]. Taipei, Taiwan: Ministry of Education. https://www.sa.gov.tw/Resource/Other/f1519884489390.pdf
Sports Administration. (2022). 體育運動政策白皮書 2017 修訂版行動方案 執行成果表 (109 年度)核定版 [Results of the Action Plan for 2017 Revision of the Sports Policy White Paper (2020)]. Taipei, Taiwan: Ministry of Education. https://www.sa.gov.tw/PageContent?n=5753
Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 19-34). Cambridge: Cambridge University Press.
Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564-577. https://doi.org/10.1017/S0261444816000173
Williams, M., & Burden, R. (1997). Motivation in language learning: a social constructivist approach. Les Cahiers de l'APLIUT, Stratégies d’apprentissage, 16(3), 19-27. https://doi.org/10.3406/apliu.1997.1201
Woodrow, L. (2018). Introducing course design in English for specific purposes. London: Routledge.
Wu, J., & Lee, M. C.-L. (2017). The relationships between test performance and students’ perceptions of learning motivation, test value, and test anxiety in the context of the
English benchmark requirement for graduation in Taiwan’s universities. Language Testing in Asia, 7(1), 1-21. https://doi.org/10.1186/s40468-017-0041-4
You, C., & Dörnyei, Z. (2014). Language learning motivation in China: Results of a largescale stratified survey. Applied Linguistics, 37(4), 495-519. https://doi.org/0.1093/applin/amu046
