1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 國小學童EFL學習動機與一般性內在學習動機之關係 －以新北市國小為例
The Relationship between Motivation for EFL Learning and Intrinsic Motivation for Overall Learning among Taiwanese Elementary School Students—A Case in New Taipei City
作者 郭淑華
Kuo, Shu Hua
貢獻者 余明忠
Yu, Ming Chung
郭淑華
Kuo, Shu Hua
關鍵詞 外語學習動機
內在學習動機
年齡
EFL Learning Motivation
Intrinsic Learning Motivation
Age
日期 2016
上傳時間 3-Aug-2016 11:43:03 (UTC+8)
摘要 動機一直被視為影響學習的重要因素之一，而內在動機更被學者喻為是自主、持續、成功學習的關鍵。但研究發現，在EFL的學習上外在動機扮演著重要的角色，EFL學習動機及內在學習動機更隨著年齡的增長而降低；對老師而言，了解學生學習動機的變化及造成變化的原因是很重要的。
本研究旨在檢視國小學童EFL學習動機變化與年齡之間的關係，學童主要EFL的學習動機，及EFL學習動機和一般性學習內在動機之間的關係。研究工具採用改編問卷，針對新北市一所公立國民小學，214位3到6年級的學生進行抽樣及問卷施測。資料分析同時採用質性及統計分析方法，包括頻率計算、分類、單因子變異數分析及皮爾森相關係數等分析分法。
本研究的主要結論如下：
一、 學童的EFL學習動機雖隨著年齡增加，但整體來說一直維持相當高的動機，年齡對動機的變化並沒有顯著的差異。
二、國小學童的EFL學習動機主要為外在動機。
三、一般性學習的內在動機雖隨著年齡有些微下降，但年齡對內在動機的變化影響並不顯著。
四、雖然學童的一般性內在學習動機隨著年齡增加而降低，但EFL的學習動機卻相反的是隨著年齡增加而增加，因此兩動機之間並無顯著相關。
五、老師的適合學生及生動有趣的教學，能提升學生的學習動機。
六、中年級的學生比較喜歡有趣的課堂活動及遊戲，而高年級的學生對流行的資訊，如流行歌曲、電影等較有興趣。
七、高年級學生比低年級學生較有自信面對挑戰，老師應注意其評量方法並鼓勵學生面對挑戰。
八、一些能提升學生參與度的創新教學法及教具或可有效提高學生的學習動機。
根據上述研究結論，本研究針對國民小學英語教師，一般教師，教育行政主管機關及後續研究提出具體建議。
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.
參考文獻 Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of educational Research, 64(2), 287-309.
Arbona, C. (2000). The development of academic achievement in school aged children: Precursors to career development.
Barak, A. (1981). Vocational interests: A cognitive view. Journal of Vocational Behavior, 19(1), 1-14.
Barto, A. G. (2013). Intrinsic motivation and reinforcement learning Intrinsically motivated learning in natural and artificial systems (pp. 17-47): Springer.
Beatty, K. (2013). Teaching & researching: Computer-assisted language learning: Routledge.
Berlyne, D. E. (1966). Curiosity and exploration. Science, 153(3731), 25-33.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the ASEE National Conference Proceedings, Atlanta, GA.
Bowen, C. E., & Madsen Jr, C. H. (1978). Teaching style: a primary determinant of student motivation. Journal of Education, 16-24.
Brown, A. L., & Campione, J. C. (1998). Designing a community of young learners: Theoretical and practical lessons.
Brown, H. D. (1990). M & Ms for language classrooms? Another look at motivation. Georgetown University round table on language and linguistics, 1990, 383-393.
Brown, H. D. (2007). Principles of Language Learning and Teaching.
Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59): Harvard University Press.
Bruner, J. S. (1996). The culture of education: Harvard University Press.
Cameron, J. (2001). Negative effects of reward on intrinsic motivation—A limited phenomenon: Comment on Deci, Koestner, and Ryan (2001). Review of educational Research, 71(1), 29-42.
Carreira, J. M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT JOURNAL, 28(2), 135.
Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students. System, 39(1), 90-102. doi: 10.1016/j.system.2011.01.009
Chambers, G. N. (1998). Pupils’ perceptions of the foreign language learning experience. Language Teaching Research, 2(3), 231-259.
Chambers, G. N. (1999). Motivating language learners (Vol. 12): Multilingual Matters.
Chang, F. C. (2008). How to Conduct Statistical Analysis Taipei: Psychological Publishing Co., Ltd.
Chao Cheng, C. (2008). The Relationship Between the Extrinsic Motivation and Academic Achievement Among Elementary School Students.
Cheng, H.-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. International Journal of Innovation in Language Learning and Teaching, 1(1), 153-174.
Chiung Li, L. (2006). The Relationship between EFL Motivation, Learning Strategy, and Gender-A Case in Ping Tung Elementary School.
Chiung Li, L., Hsiao Yu, C., & Ming Fan, F. (2006). The Scale Cluter for Elmentary School Students` Engllish Learning Motivation.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language learning, 44, 417-417.
Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2006). Understanding intrinsic and extrinsic motivation: Age differences and links to children’s beliefs and goals. Paper presented at the Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. Research on motivation in education, 3, 45-71.
Csizer, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language learning, 55(4), 613-659.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior: Springer Science & Business Media.
Donitsa-Schmidt, S., Inbar, O., & Shohamy, E. (2004). The effects of teaching spoken Arabic on students` attitudes and motivation in Israel. Modern Language Journal, 217-228.
Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
Dörnyei, Z. (1994b). Understanding L2 motivation: On with the challenge! The Modern Language Journal, 78(4), 515-523.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(03), 117-135.
Dörnyei, Z., & Cumming, A. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications: Blackwell Oxford.
Dörnyei, Z. n. (2009). Motivation in second and foreign language learning. Language teaching, 31(03), 117. doi: 10.1017/s026144480001315x
Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian modern language review, 60(5), 549-586.
Ellis, R. (1985). Understanding second language acquisition (Vol. 47): Oxford University Press Oxford.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Folmer, A. S., Cole, D. A., Sigal, A. B., Benbow, L. D., Satterwhite, L. F., Swygert, K. E., & Ciesla, J. A. (2008). Age-related changes in children’s understanding of effort and ability: Implications for attribution theory and motivation. Journal of Experimental Child Psychology, 99(2), 114-134.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction: Longman Publishing.
Gardner, R. C. (1985a). Attitude/Motivation Test Battery.
Gardner, R. C. (1985b). Social psychology and second language learning: The role of attitudes and motivation: Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning.
Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age? English Language Teaching, 3(1), p128.
Gijselaers, W. H., & Schmidt, H. G. (1995). Effects of quantity of instruction on time spent on learning and achievement. Educational Research and Evaluation, 1(2), 183-201.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114.
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3.
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Developmental psychology, 17(3), 300.
Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. Oxford handbook of positive psychology, 2, 367-374.
Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1, 383-434.
Kohn, A. (1993). Why incentive plans cannot work: SUBSCRIBER SERVICE, PO BOX 52623, BOULDER, CO 80322-2623.
Krashen, S. D. (1981). Second language acquisition and second language learning: Oxford University Press.
Lee, K.-w. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-8.
Lens, W., Paixão, M. P., & Herrera, D. (2009). Instrumental motivation is extrinsic motivation: so what??? Psychologica(50), 21-40.
Lepper, M. R. (1981). Intrinsic and extrinsic motivation in children: Detrimental effects of superfluous social controls. Paper presented at the Minnesota symposium on child psychology.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology, 97(2), 184.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children`s intrinsic interest with extrinsic reward: A test of the" overjustification" hypothesis. Journal of Personality and social Psychology, 28(1), 129.
Luyten, H., & Lens, W. (1981). The effect of earlier experience and reward contingencies on intrinsic motivation. Motivation and emotion, 5(1), 25-36.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language learning, 52(3), 537-564.
Maslow, A. H., Frager, R., Fadiman, J., McReynolds, C., & Cox, R. (1970). Motivation and personality (Vol. 2): Harper & Row New York.
Midgley, C., & Feldlaufer, H. (1987). Students` and teachers` decision-making fit before and after the transition to junior high school. The Journal of Early Adolescence, 7(2), 225-241.
Muñoz, C., & Tragant, E. (2001). Motivation and attitudes towards L2: Some effects of age and instruction. Eurosla Yearbook, 1(1), 211-224.
Nicholls, J. G. (1979). Development of perception of own attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71(1), 94.
Nikolov, M. (1999). ‘Why do you learn English?’‘Because the teacher is short.’A study of Hungarian children’s foreign language learning motivation. Language Teaching Research, 3(1), 33-56.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers` communicative style and students` intrinsic and extrinsic motivation. Modern Language Journal, 23-34.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
Pan, S.-T. (2002). The EFL Learning Attitudes Among Taiwanese Elementary School Students--A Case in Taipei. Nation Normal University. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/14046668280013823112
Peters, R. A. (1978). Effects of anxiety, curiosity, and perceived instructor threat on student verbal behavior in the college classroom. Journal of Educational Psychology, 70(3), 388.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications: Prentice Hall.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and social Psychology, 57(5), 749.
Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. Research on motivation in education: The classroom milieu, 2, 13-51.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemp Educ Psychol, 25(1), 54-67. doi: 10.1006/ceps.1999.1020
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
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. doi: 10.1037/0003-066X.55.1.68
Sakurai, S., & Takano, S. (1985). A new self-report scale of intrinsic versus extrinsic motivation toward learning in children. Tsukuba Psychol Res, 7, 43-54.
Sansone, C., & Morgan, C. (1992). Intrinsic motivation and education: Competence in context. Motivation and emotion, 16(3), 249-270.
Sansone, C., Thoman, D. B., & Smith, J. L. (2000). Interest and self-regulation. Intrinsic and extrinsic motivation: The search for optimal motivation and performance, 343-374.
Schiefele, U. (1999). Interest and learning from text. Scientific studies of reading, 3(3), 257-279.
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. Language learning motivation: Pathways to the new century, 2, 9-70.
Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual & Multicultural Development, 7(5), 379-392.
Silvia, P. J. (2005). What is interesting? Exploring the appraisal structure of interest. Emotion, 5(1), 89.
Song, S. H., & Keller, J. M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational technology research and development, 49(2), 5-22.
Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child`s school performance. Child development, 1348-1357.
Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice: Allyn & Bacon.
Sung, H., & Padilla, A. M. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2), 205-216.
Tomkins, S. S. (1962). Affect, imagery, consciousness: The positive affects (Vol. 1). London: Tavistock.
Walker, S., & Reece, I. (1997). Teaching, training & learning: A practical guide. Great Britain: Publisher Business Education Yates, L.(2005). Fact sheet generic skills.
Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign language annals, 33(5), 535-545.
White, R. W. (1959). Motivation reconsidered: the concept of competence. Psychological review, 66(5), 297.
Williams, M., & Burden, R. L. (1997). Psychologyfor language teachers. Cambridge: CambridgeUniversityPress.
Wu, M. L., and Tu, J. T. (2005). SPSS and the Application and Analysis of Statistics. Taipei: Wu-Nan Book Inc.
Yu Cheng, H. (2007). The Impact of Abiity Grouping on the EFL Learning Motivation and Achievement Among Junior High School Students.
描述 碩士
國立政治大學
英語教學碩士在職專班
102951017
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102951017
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 郭淑華zh_TW
dc.contributor.author (Authors) Kuo, Shu Huaen_US
dc.creator (作者) 郭淑華zh_TW
dc.creator (作者) Kuo, Shu Huaen_US
dc.date (日期) 2016en_US
dc.date.accessioned 3-Aug-2016 11:43:03 (UTC+8)-
dc.date.available 3-Aug-2016 11:43:03 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2016 11:43:03 (UTC+8)-
dc.identifier (Other Identifiers) G0102951017en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99682-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 102951017zh_TW
dc.description.abstract (摘要) 動機一直被視為影響學習的重要因素之一，而內在動機更被學者喻為是自主、持續、成功學習的關鍵。但研究發現，在EFL的學習上外在動機扮演著重要的角色，EFL學習動機及內在學習動機更隨著年齡的增長而降低；對老師而言，了解學生學習動機的變化及造成變化的原因是很重要的。
本研究旨在檢視國小學童EFL學習動機變化與年齡之間的關係，學童主要EFL的學習動機，及EFL學習動機和一般性學習內在動機之間的關係。研究工具採用改編問卷，針對新北市一所公立國民小學，214位3到6年級的學生進行抽樣及問卷施測。資料分析同時採用質性及統計分析方法，包括頻率計算、分類、單因子變異數分析及皮爾森相關係數等分析分法。
本研究的主要結論如下：
一、 學童的EFL學習動機雖隨著年齡增加，但整體來說一直維持相當高的動機，年齡對動機的變化並沒有顯著的差異。
二、國小學童的EFL學習動機主要為外在動機。
三、一般性學習的內在動機雖隨著年齡有些微下降，但年齡對內在動機的變化影響並不顯著。
四、雖然學童的一般性內在學習動機隨著年齡增加而降低，但EFL的學習動機卻相反的是隨著年齡增加而增加，因此兩動機之間並無顯著相關。
五、老師的適合學生及生動有趣的教學，能提升學生的學習動機。
六、中年級的學生比較喜歡有趣的課堂活動及遊戲，而高年級的學生對流行的資訊，如流行歌曲、電影等較有興趣。
七、高年級學生比低年級學生較有自信面對挑戰，老師應注意其評量方法並鼓勵學生面對挑戰。
八、一些能提升學生參與度的創新教學法及教具或可有效提高學生的學習動機。
根據上述研究結論，本研究針對國民小學英語教師，一般教師，教育行政主管機關及後續研究提出具體建議。		zh_TW
dc.description.abstract (摘要) 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.		en_US
dc.description.tableofcontents CHAPTER ONE INTRODUCTION 1

CHAPTER TWO LITERATURE REVIEW 5
2.1 Motivation Models 5
2.2 Motivation and Language Learning 10
2.3 Motivation and Age 15
2.4 Motivation and Taiwanese Pupils 20

CHAPTER THREE METHODOLOGY 23
3.1 Participants 23
3.1.1 Sample Size and Sampling Strategies 23
3.1.2 Participants 24
3.2 Instrument 26
3.2.1 The Motivation and Attitudes toward Learning English Scale for Children (MALESC) 27
3.2.2 Scale of Intrinsic Versus Extrinsic Motivation (SIEM) 29
3.3 Procedures 30
3.3.1 Pre-implementation 30
3.3.2 Expert Validity of the Two Questionnaires 30
3.3.3 Pilot Study 32
3.3.4 Reliability of the Two Questionnaires 32
3.3.5 Implementation 33
3.4 Data Analysis 34

CHAPTER FOUR RESULTS 39
4.1 The Result of Quantitative Analysis of the MALESC 40
4.2 The Main Factors for EFL Learning Among Taiwanese Pupils 41
4.2.1 The Result of the MALESC 41
4.2.2 The Results of Open-ended Question 1 44
4.2.3 The results of Questions 4, 5, and 6 46
4.3 The Result of Pearson Correlation between the MALESC and the SIEM 50
4.3.1 The Result of the SIEM 50
4.3.2 The Relationship between EFL Learning Motivation and Overall Intrinsic Motivation 53

CHAPTER FIVE DISCUSSION 55
5.1 Motivation Changes for EFL learning among Taiwanese elementary school students 55
5.2 The underlying EFL Learning Factors for Taiwanese Pupils 58
5.3 The Relationship between the Motivation for EFL Learning and the Intrinsic Motivation for Overall Academic Learning 61
5.3.1 The Age-related Development of Overall Intrinsic Learning Motivation 61
5.3.2 The Result of Pearson Correlation between the Two Motivations 64

CHAPTER SIX CONCLUSION 66
6.1 Summary of the Major Findings 67
6.2 Implications of the Study 69
6.3 Limitations and Suggestions for Further Studies 71
6.4 Conclusion 73

References 74
Appendix A 84
Appendix B 85
Appendix C 89
Appendix D 92



LIST OF TABLES

Table 2.1 Williams and Burden’s (1997) framework of Motivation in Language Learning 15
Table 3.1 Sampling Strategies for Participants 24
Table 3.2 Participants’ Background Information 26
Table 3.3 Modification of the MALESC 31
Table 3.4 Modification of the SIEM 31
Table 3.5 Reliability Analysis for the MALESC 33
Table 3.6 Reliability Analysis for the SIEM 33
Table 3.7 Data Analysis 36
Table 4.1 The Result of ANOVA for the Effect of Age on EFL Learning Motivation 41
Table 4.2The Analysis of the MALESC Data 43
Table 4.3 The Qualitative Analysis of Participants’ Reasons for Learning English 45
Table 4.4 Things That Participants Enjoy Doing in Their English Classes 47
Table 4.5 Things That Participants Dislike in Their English Classes 48
Table 4.6 Things That Students Would Do Differently If They Were the Teacher 49
Table 4.7 The Place of English Among All the Subjects & Students Overall Learning Interests 50
Table 4.8 Result of the Overall Intrinsic Learning Motivation and ANOVA of the Effect of Age on This Motivation 52
Table 4.9 Pearson for EFL Learning Motivation & Overall Intrinsic Learning Motivation 53



LIST OF FIGURES

Fig. 1 Gardner’s Construct of the Integrative Motive 12
Fig. 2 The Whole Procedure 37
Fig. 3 The Development of Participants’ EFL Learning Motivation 40
Fig. 4 The Development of Overall Intrinsic Learning Motivation 51		zh_TW
dc.format.extent 1201462 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102951017en_US
dc.subject (關鍵詞) 外語學習動機zh_TW
dc.subject (關鍵詞) 內在學習動機zh_TW
dc.subject (關鍵詞) 年齡zh_TW
dc.subject (關鍵詞) EFL Learning Motivationen_US
dc.subject (關鍵詞) Intrinsic Learning Motivationen_US
dc.subject (關鍵詞) Ageen_US
dc.title (題名) 國小學童EFL學習動機與一般性內在學習動機之關係 －以新北市國小為例zh_TW
dc.title (題名) The Relationship between Motivation for EFL Learning and Intrinsic Motivation for Overall Learning among Taiwanese Elementary School Students—A Case in New Taipei Cityen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of educational Research, 64(2), 287-309.
Arbona, C. (2000). The development of academic achievement in school aged children: Precursors to career development.
Barak, A. (1981). Vocational interests: A cognitive view. Journal of Vocational Behavior, 19(1), 1-14.
Barto, A. G. (2013). Intrinsic motivation and reinforcement learning Intrinsically motivated learning in natural and artificial systems (pp. 17-47): Springer.
Beatty, K. (2013). Teaching & researching: Computer-assisted language learning: Routledge.
Berlyne, D. E. (1966). Curiosity and exploration. Science, 153(3731), 25-33.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the ASEE National Conference Proceedings, Atlanta, GA.
Bowen, C. E., & Madsen Jr, C. H. (1978). Teaching style: a primary determinant of student motivation. Journal of Education, 16-24.
Brown, A. L., & Campione, J. C. (1998). Designing a community of young learners: Theoretical and practical lessons.
Brown, H. D. (1990). M & Ms for language classrooms? Another look at motivation. Georgetown University round table on language and linguistics, 1990, 383-393.
Brown, H. D. (2007). Principles of Language Learning and Teaching.
Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59): Harvard University Press.
Bruner, J. S. (1996). The culture of education: Harvard University Press.
Cameron, J. (2001). Negative effects of reward on intrinsic motivation—A limited phenomenon: Comment on Deci, Koestner, and Ryan (2001). Review of educational Research, 71(1), 29-42.
Carreira, J. M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT JOURNAL, 28(2), 135.
Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students. System, 39(1), 90-102. doi: 10.1016/j.system.2011.01.009
Chambers, G. N. (1998). Pupils’ perceptions of the foreign language learning experience. Language Teaching Research, 2(3), 231-259.
Chambers, G. N. (1999). Motivating language learners (Vol. 12): Multilingual Matters.
Chang, F. C. (2008). How to Conduct Statistical Analysis Taipei: Psychological Publishing Co., Ltd.
Chao Cheng, C. (2008). The Relationship Between the Extrinsic Motivation and Academic Achievement Among Elementary School Students.
Cheng, H.-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. International Journal of Innovation in Language Learning and Teaching, 1(1), 153-174.
Chiung Li, L. (2006). The Relationship between EFL Motivation, Learning Strategy, and Gender-A Case in Ping Tung Elementary School.
Chiung Li, L., Hsiao Yu, C., & Ming Fan, F. (2006). The Scale Cluter for Elmentary School Students` Engllish Learning Motivation.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language learning, 44, 417-417.
Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2006). Understanding intrinsic and extrinsic motivation: Age differences and links to children’s beliefs and goals. Paper presented at the Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. Research on motivation in education, 3, 45-71.
Csizer, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language learning, 55(4), 613-659.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior: Springer Science & Business Media.
Donitsa-Schmidt, S., Inbar, O., & Shohamy, E. (2004). The effects of teaching spoken Arabic on students` attitudes and motivation in Israel. Modern Language Journal, 217-228.
Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
Dörnyei, Z. (1994b). Understanding L2 motivation: On with the challenge! The Modern Language Journal, 78(4), 515-523.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(03), 117-135.
Dörnyei, Z., & Cumming, A. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications: Blackwell Oxford.
Dörnyei, Z. n. (2009). Motivation in second and foreign language learning. Language teaching, 31(03), 117. doi: 10.1017/s026144480001315x
Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian modern language review, 60(5), 549-586.
Ellis, R. (1985). Understanding second language acquisition (Vol. 47): Oxford University Press Oxford.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Folmer, A. S., Cole, D. A., Sigal, A. B., Benbow, L. D., Satterwhite, L. F., Swygert, K. E., & Ciesla, J. A. (2008). Age-related changes in children’s understanding of effort and ability: Implications for attribution theory and motivation. Journal of Experimental Child Psychology, 99(2), 114-134.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction: Longman Publishing.
Gardner, R. C. (1985a). Attitude/Motivation Test Battery.
Gardner, R. C. (1985b). Social psychology and second language learning: The role of attitudes and motivation: Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning.
Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age? English Language Teaching, 3(1), p128.
Gijselaers, W. H., & Schmidt, H. G. (1995). Effects of quantity of instruction on time spent on learning and achievement. Educational Research and Evaluation, 1(2), 183-201.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114.
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3.
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Developmental psychology, 17(3), 300.
Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. Oxford handbook of positive psychology, 2, 367-374.
Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1, 383-434.
Kohn, A. (1993). Why incentive plans cannot work: SUBSCRIBER SERVICE, PO BOX 52623, BOULDER, CO 80322-2623.
Krashen, S. D. (1981). Second language acquisition and second language learning: Oxford University Press.
Lee, K.-w. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-8.
Lens, W., Paixão, M. P., & Herrera, D. (2009). Instrumental motivation is extrinsic motivation: so what??? Psychologica(50), 21-40.
Lepper, M. R. (1981). Intrinsic and extrinsic motivation in children: Detrimental effects of superfluous social controls. Paper presented at the Minnesota symposium on child psychology.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology, 97(2), 184.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children`s intrinsic interest with extrinsic reward: A test of the" overjustification" hypothesis. Journal of Personality and social Psychology, 28(1), 129.
Luyten, H., & Lens, W. (1981). The effect of earlier experience and reward contingencies on intrinsic motivation. Motivation and emotion, 5(1), 25-36.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language learning, 52(3), 537-564.
Maslow, A. H., Frager, R., Fadiman, J., McReynolds, C., & Cox, R. (1970). Motivation and personality (Vol. 2): Harper & Row New York.
Midgley, C., & Feldlaufer, H. (1987). Students` and teachers` decision-making fit before and after the transition to junior high school. The Journal of Early Adolescence, 7(2), 225-241.
Muñoz, C., & Tragant, E. (2001). Motivation and attitudes towards L2: Some effects of age and instruction. Eurosla Yearbook, 1(1), 211-224.
Nicholls, J. G. (1979). Development of perception of own attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71(1), 94.
Nikolov, M. (1999). ‘Why do you learn English?’‘Because the teacher is short.’A study of Hungarian children’s foreign language learning motivation. Language Teaching Research, 3(1), 33-56.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers` communicative style and students` intrinsic and extrinsic motivation. Modern Language Journal, 23-34.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
Pan, S.-T. (2002). The EFL Learning Attitudes Among Taiwanese Elementary School Students--A Case in Taipei. Nation Normal University. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/14046668280013823112
Peters, R. A. (1978). Effects of anxiety, curiosity, and perceived instructor threat on student verbal behavior in the college classroom. Journal of Educational Psychology, 70(3), 388.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications: Prentice Hall.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and social Psychology, 57(5), 749.
Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. Research on motivation in education: The classroom milieu, 2, 13-51.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemp Educ Psychol, 25(1), 54-67. doi: 10.1006/ceps.1999.1020
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
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. doi: 10.1037/0003-066X.55.1.68
Sakurai, S., & Takano, S. (1985). A new self-report scale of intrinsic versus extrinsic motivation toward learning in children. Tsukuba Psychol Res, 7, 43-54.
Sansone, C., & Morgan, C. (1992). Intrinsic motivation and education: Competence in context. Motivation and emotion, 16(3), 249-270.
Sansone, C., Thoman, D. B., & Smith, J. L. (2000). Interest and self-regulation. Intrinsic and extrinsic motivation: The search for optimal motivation and performance, 343-374.
Schiefele, U. (1999). Interest and learning from text. Scientific studies of reading, 3(3), 257-279.
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. Language learning motivation: Pathways to the new century, 2, 9-70.
Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual & Multicultural Development, 7(5), 379-392.
Silvia, P. J. (2005). What is interesting? Exploring the appraisal structure of interest. Emotion, 5(1), 89.
Song, S. H., & Keller, J. M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational technology research and development, 49(2), 5-22.
Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child`s school performance. Child development, 1348-1357.
Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice: Allyn & Bacon.
Sung, H., & Padilla, A. M. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2), 205-216.
Tomkins, S. S. (1962). Affect, imagery, consciousness: The positive affects (Vol. 1). London: Tavistock.
Walker, S., & Reece, I. (1997). Teaching, training & learning: A practical guide. Great Britain: Publisher Business Education Yates, L.(2005). Fact sheet generic skills.
Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign language annals, 33(5), 535-545.
White, R. W. (1959). Motivation reconsidered: the concept of competence. Psychological review, 66(5), 297.
Williams, M., & Burden, R. L. (1997). Psychologyfor language teachers. Cambridge: CambridgeUniversityPress.
Wu, M. L., and Tu, J. T. (2005). SPSS and the Application and Analysis of Statistics. Taipei: Wu-Nan Book Inc.
Yu Cheng, H. (2007). The Impact of Abiity Grouping on the EFL Learning Motivation and Achievement Among Junior High School Students.		zh_TW