A Study of Students' English Speaking Anxiety and Learning Motivation among English and non-English Major Freshmen in Taiwan

Autor: Jhang, Meng-wen, 張孟文
Druh dokumentu: 學位論文 ; thesis
Popis: 100
This study investigates the relationships between English speaking anxiety and learning motivation among English and non-English major freshmen in Taiwan. The purpose of this study aims at examining: (1) the degrees of English speaking anxiety and learning motivation in different academic major divisions, (2) the differences between English speaking anxiety and learning motivation in different academic major divisions, (3) the relationships of English speaking anxiety and learning motivation in different academic major divisions, and (4) the reasons which contribute to English speaking anxiety. There are totally 349 students, through randomly chosen sampling, participating in this research. Both Foreign Language Speaking Anxiety Scale (FLSAS) and Foreign Language Learning Motivation Scale (FLLMS) are two questionnaires, adopted from Huang (2005), used in this study. What is more, interview further records students’ reasons which contribute to speaking anxiety while learning English speaking. SPSS version 19.0 is to compute the research data. Descriptive statistics, t test, and Pearson product-moment correlation are utilized to analyze the data. Recordings are transcribed to deliver the information which leads to students’ foremost concern in speaking anxiety. The major findings are demonstrated. First, there is a significant difference (p < .05) in English speaking anxiety between College of Humanities and Social Science and College of Engineering. Next, there are significant differences (p < .05) in learning motivation between College of Humanities and Social Science and College of Business, and College of Engineering and College of Business. Third, there are relationships between English speaking anxiety and learning motivation among English and non-English majors, which the FLSAS shows a positive correlation (r > 0) with the FLLMS. Finally, students’ responses for interview express the information which can help English teachers better understand what students’ needs in EFL learning. The results suggest that language instructors should promote students’ learning motivation, and decrease anxiety-provoking factors so as to facilitate students in successful language learning.
Databáze: Networked Digital Library of Theses & Dissertations
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