Proposal rehearsal

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Proposal rehearsal

  1. 1. Presenter: Yang, Hao-Ting (Tim) Instructor: Dr. Su, Hisu-Hui Date:2013.12.30 1
  2. 2. Introduction Literature Review Methodology 2
  3. 3. • Background Introduction • Research Question • Purpose of the study • Gap 3
  4. 4. Background senior high school or vocational school students A higher education institute 4
  5. 5. Background global and internationalized waves 5
  6. 6. 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. 6
  7. 7. Research Question 1 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? 2 What kind of type of attitude that workplace English course students have towards learning English? 7
  8. 8. Gap No one had ever investigated sophomores’ motivation and attitudes in Chaoyang University of Technology. To help Chaoyang University of students motivation and attitudes. Technology face the 8
  9. 9. Literature Review • Description of ability grouping • Benefits for workplace English learners • Motivation • Attitudes 9
  10. 10. Literature Review There are some means of grouping students for instruction by ability or achievement so as to reduce their heterogeneity. (Slavin, 1987) 10
  11. 11. 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) 11
  12. 12. 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) 12
  13. 13. 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) 13
  14. 14. 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) 14
  15. 15. • Participants Methodology • Procedure • Data analysis 15
  16. 16. Participants 16
  17. 17. Qualitative Quantitative 17
  18. 18. Procedure (Qualitative ) 18
  19. 19. Procedure (Qualitative ) Participants Around 5 students in workplace English class Data Analysis Content analysis method 19
  20. 20. 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 20
  21. 21. Questionnaire (Quantitative) Distribute questionnaire in class At the end of semester Collect 15 minutes 21
  22. 22. Questionnaire (Quantitative) Attitude/Motivation Test Battery (AMTB) (Gardner,1985) 22
  23. 23. Questionnaire (Quantitative) Attitude/Motivation Test Battery (AMTB) (Gardner,1985) 23
  24. 24. Procedure (Quantitative) Questionnaire Attitude/Motivation Test Battery (AMTB) (Gardner,1985) Data Analysis Descriptive statistics 24
  25. 25. Thank you! 25

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