Workplace English Learning Motivation and Attitudes on Sophomores : A Case Study

Presenter: Yang, Hao-Ting (Tim) Instructor: Dr. Su, Hisu-HuiDate:2013.12.30

1

Introduction

Literature Review

Methodology

CONTENT

2

Introduction

3

• Background

• Research Question

• Purpose of the study

• Gap

Background

senior high school or vocational school

students

A higher education institute

4

Background

global and internationalized waves

English

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Purpose of the study

This study will be conducted to identify workplace English course students’ motivational and attitudinal orientations in learning English at Chaoyang University of Technology.

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Research Question

Which are the three types of motivation (instrumental, integrative and personal) could be the primary source of workplace English course students’ motivation towards learning English?

What kind of type of attitude that workplace English course students have towards learning English?

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1

2

Gap

No one had ever investigated sophomores’ motivation and attitudes in Chaoyang University of Technology.

To help Chaoyang University of Technology face the students motivation and attitudes.

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Literature Review

9

• Description of ability grouping

• Benefits for workplace English learners

• Motivation

• Attitudes

Literature Review

There are some means of grouping students for instruction by ability or achievement so as to reduce their heterogeneity.

(Slavin, 1987)

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Literature Review

Low ability students can benefit from this segregation because the teachers can provide them with appropriate curriculum and pace of instruction.

(Hallinan & Sorensen, 1983)

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Literature Review

English is an essential tool in the engineering education and integrating English into engineering, science and math courses is an effective way to improve the performance of engineering students in oral and written communication.

(Pendergrass ,Kowalczyk, Dowd, & Laoulache, 2001)

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Literature Review

Motivation of the students is one of the most important factors influencing their success or failure in learning the language (English).

(McDonough, 1983)

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Literature Review

Attitudes are necessary but insufficient indirect conditions for linguistic attainment. Only when paired up with motivation proper do attitudinal tendencies relate to the levels of student engagement in language learning, and to attainment.

(Lifrieri, 2005)

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Methodology

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• Participants

• Procedure

• Data analysis

Participants

35students

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17

Qualitative Quantitative

Procedure (Qualitative )

• take notes• video• a semester

Class Observation

• 3~5 students• video• 15 minutesInterview

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Procedure (Qualitative )

Participants Around 5 students in workplace English class

Data Analysis Content analysis method

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Questions (Qualitative)

1. Their reasons for learning English

2. Their interest to attend more training courses in English

3. Their attitudes towards English and towards the culture of the English speaking world

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Questionnaire (Quantitative)

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Distribute questionnaire

in class

At the end of semester

15 minutesCollect

Questionnaire (Quantitative)

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Attitude/Motivation Test Battery (AMTB)(Gardner,1985)

Questionnaire (Quantitative)

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Attitude/Motivation Test Battery (AMTB)(Gardner,1985)

Procedure (Quantitative)

QuestionnaireAttitude/Motivation Test Battery (AMTB)

(Gardner,1985)

Data Analysis Descriptive statistics

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Thank you!