This document provides an overview of a research study on motivation and gender in the Taiwanese EFL classroom. The study aims to investigate how language learners' motivation and attitudes influence their achievement and whether there are differences between male and female learners. The document outlines the background literature on motivation, attitude, gender, and achievement. It then describes the methodology, which includes administering questionnaires to English major students to measure their motivation, attitudes, and achievement. Statistical analyses like Pearson correlation and t-tests will be used to analyze the relationship between variables and differences between genders.

1. Motivation and Gender in the
Taiwanese EFL Classroom
Advisor: Dr. Pi-Ying Hsu
Presenter: Ying-Jhen Lin
January 13, 2014
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2. Content
s
Introduction
Background
Statement of the Problem
Purpose
Research Gap
Research Questions
Significance
Literature Review
Methodology
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3. Introductio
n
Background
‘social psychological model’ that he emphasized
cognitive factors such as language aptitudes and
intelligence also affective factors such as attitudes
and motivation.
(Lambert, 1963)
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4. Introductio
n
Background
The study showed the results that there is a direct
relationship between language learner’s amount and
quality of communication, their self-confidence,
motivation and achievement.
(Clément & Kruidenier’s, 1983)
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5. Introductio
n
Background
The researchers mentioned that student’s motivation
and achievement influenced by self-efficacy beliefs.
(DuBois & Cooper, 2004)
The study shows a positive correlation between
motivation and achievement.
(Mordell & Stoltzfus , 2001)
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6. Introductio
n
Statement of the Problem
Previous studies showed the relationship amount
motivation, attitude and achievement, and also
showed the importance of these factors towards
language learning. However, we don’t understand
fully how we can motivate language learners’ learning
motivation and attitude.
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7. Introductio
n
Purpose
The purpose of the study investigate language
learners’ motivation and attitude whether or not
influence their achievement, and figure out the
relationship amount learning motivation, attitudes
and achievement.
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8. Introductio
n
Research Gap
Previous studies had different viewpoints about
motivation, some researchers emphasized integrative
motivation was important than instrumental, some
were opposite, so the researcher try to verify it.
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9. Introductio
n
Research Questions
Q1
• How well do language learners’ motivation,
attitudes, predict their language achievement?
Q2
• Is there any difference between male and female
learners in their motivation and attitudes to learn
English?
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10. Introductio
n
Significance
If the researcher could understand and explain
learner’s motivation and their attitudes towards
language learning, then not only a contribution to the
field, but also could give the right direction to the
language learners, they could focus on the main
points to improve themselves.
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11. Content
s
Introduction
Literature Review
Motivation
Attitude
Gender
Achievement
Methodology
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12. Literature Review
Motivation
Second language motivation as “referring to the
extent to which an individual works or strives to learn
the language because of desire to do so and the
satisfaction experienced in this activity”
(Gardner, 1985)
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13. Literature Review
Motivation
Integrative
a desire to learn the target
language and an attitude
toward the learning situation,
and the target language
community.
Instrument
is characterized by a desire to
gain social recognition or
economic advantages through
knowing a second language.
Ex: to get a good job
Ex: to develop better skills
(Gardner, 1982)
(Gardner & Lambert, 1972)
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14. Literature Review
Motivation
Gardner and Lambert that integrative motivation
was viewed more importance in a learning
environment than instrumental motivation .
(Ellies, 1997)
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15. Literature Review
Motivation
an instrumental motivation was more important
than an integrative motivation in non-westernized
female learners of second language in Bombay.
(Lukmani, 1972)
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16. Literature Review
Attitude
The researchers stated that attitude is approved as an
important concept to understand human behavior
and is defined as a mental state that includes beliefs
and feelings
(Latchanna & Dagnew, 2009)
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17. Literature Review
Attitude
Positive
it is taking decision of
acceptance or reaction that
agrees the attitude we met or
it is the attitude that reveals
the advantages of the subject
to take up its value.
(Hogg & Vaughan, 2005)
Negative
is the attitude that reveals the
disadvantages of the subject to
dismiss it and to weaken its
strong attitude.
(Hogg & Vaughan, 2005)
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18. Literature Review
Gender
Fourth grade girls were more motivated to learn
foreign languages than fourth grade boys. The results
showed a significant effect for gender and grade on
one factor
(Carreira, 2006)
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19. Literature Review
Achievement
Achievement goal theory posits that the purposes
that students hold for interesting in a specific
academic task are an important precedent to their
achievement-related processes and outcomes.
(Ames, 1992; Nicholls, 1990)
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20. Content
s
Introduction
Literature Review
Methodology
Participants
Instruments
Procedures
Statistical Analysis
Questionnaire
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21. Methodology
Participants
All English major students from
freshman to sophomore
Chaoyang University of Technology
Taichung city
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22. Methodology
Instruments
MSLQ
AMTB
• Motivated Strategies
for Learning
Questionnaire
• Attitude/Motivation
Test Battery
(Feiz, P, Hooman, H.A & Kooshki,
sh, 2013)
(Gardner, 2005)
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23. Methodology
Instruments
MSLQ adapted from
Feiz, P, Hooman, H.A & Kooshki, sh. (2013)
81 items, 7 Likert-scale
Cronbach’s Alphq=.958, p< .05
31 Questions
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24. Methodology
Instruments-MSLQ
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2
3
4
5
6
7
Not at all
true of me
1. In a class like this, I prefer course
material that really challenges me so I
can learn new things.
2. If I study in appropriate ways, then I
will be able to learn the material in
this course.
3. When I take a test I think about how
poorly I am doing compared with
other students.
Very true
of me
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
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25. Methodology
Instruments
AMTB adapted from Gardner (2005)
116 items, 6 Likert-scale
Cronbach’s Alpha=.87, p< .05
12 Questions
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26. Methodology
Instruments-AMTB
1. My motivation to learn English in order to communicate with
English speaking people is:
WEAK ___1:___2:___3:___4:___5:___6:___7 STRONG
2. My attitude toward English speaking people is:
UNFAVOURABLE___1:___2:___3:___4:___5:___6:___7FAVOURABLE
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27. Methodology
Procedures
2014
Data collection
Feb
30 participants
Pilot Study
March
Conducting the
study
April
Data analysis
May
Jun
Proposal
Defense
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28. Methodology
Statistical Analysis
Q1
How well do language learners’ motivation,
attitudes, predict their language achievement?
Pearson correlation
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29. Methodology
Statistical Analysis
Q2
Is there any difference between male and female
learners in their motivation and attitudes to learn
English?
T-test
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30. Methodology
Questionnaire
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31. Thank you
for listening
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