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Title: Private English Tutoring and Adolescents’ Motivation to Learn English as a Foreign Language: A Self System Perspective
Authors: 黃虹慈
Huang, Hung-Tzu
Keywords: L2 motivation and selves;adolescence;learning experience
Date: 2017-04
Issue Date: 2018-05-08 14:21:08 (UTC+8)
Abstract: The present study investigated how self-related English learning motivation among Taiwanese adolescent learners differs between students who only receive English instruction in formal schooling and those who have additional private tutoring. A total of 1,698 teenage English learners in public secondary schools across Taiwan completed a self-reported questionnaire based on the L2 motivational self-system theory (Dörnyei, 2005, 2009). The results showed that students who had additional tutoring had a significantly stronger intention to learn English and exhibited a higher frequency of English learning behaviors compared with those who only received English instruction in the mainstream. Regression analyses revealed similarities and differences between the motivational profiles and self-conceptualizations of those with and without private tutoring, revealing that ought-to self, learning attitudes, and learning experiences were prominent predictors of learning motivation for both groups. For students without tutoring, the influence of prevention-based instrumentality was found in their intention to invest effort and their perceived motivated learning behaviors. While the motivational power of ought-to self was observed in both groups, ideal self was only a pertinent contributory factor of intended effort in those who had tutoring. The study highlights the importance of considering learning experiences across diverse learning contexts in L2 motivation research.
Relation: Taiwan Journal of TESOL, 14(1), 1-36
Data Type: article
Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

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