English Language Learners' Perceptions of Motivational Changes

Autor/inn/en	Lai, Hsuan-Yau Tony; Ting, Kuang-yun
Titel	English Language Learners' Perceptions of Motivational Changes
Quelle	In: English Language Teaching, 6 (2013) 8, S.10-20 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Learning Motivation; College Students; Learning Processes; Semi Structured Interviews; Student Attitudes; Attitude Change; Foreign Countries; Majors (Students); Nonmajors; Comparative Analysis; Group Dynamics; Social Experience; Stress Variables; Correlation; Audio Equipment; Teacher Student Relationship; Qualitative Research; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Collegestudent; Learning process; Lernprozess; Schülerverhalten; Attitudinal change; Einstellungsänderung; Ausland; Gruppendynamik; Soziale Erfahrung; Korrelation; Audio-CD; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung
Abstract	This study explores the changes in Taiwanese university students' English-learning motivation and the causes of these changes. The emphasis herein is on a comparison and contrast of both English major and non-major students in three different universities in Taiwan. In the study, a qualitative approach (20 semi-structured interviews) was used. The results show that the majority (19 out of 20) of the university students in this study have experienced motivational changes in their English-learning process. The factors which changed both English major and non-major students' English-learning motivation share similarities in many ways. In other words, students' majors do not affect the changes in their motivation with respect to their English classroom experience. As pointed out by the university students in this study, influences such as teachers, external pressure, exams, group dynamics and social experiences, were responsible for the changes. This paper will consider possible implications of this insight for English language teaching professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01