3.MethodologyItem Content

School Kaohsiung Municipal Hsiao-Kang Senior High school(HKHS)

Grade All second-grade

Age 17.39

Numbers 211

Gender 134(Female)+77(Male)=211

Period Two classes(100 mins)/one week (1-1.5years)

Instruments English Listening Comprehension Practice Survey (ELCPS) -contained 7 items( 共 7 題 )

English Listening Comprehension Motivation Scale (ELCMS) -contained 24 items( 共 24 題 )

3.1 Methodology-procedure

According to the total score on the ELCPS and ELCMS , we divided Ss into different groups.

Motivation/Achievement

ELC Motivation ScaleELC Practice Survey

1.LSG(補習班組 )

Language-school practice Group

2.SPG(自學組 )

Self-Practice Group

3.NPG(不讀冊組 )

No-Practice

Group

1.HMG(高動機組 )

Higher Motivation

Group

2.LMG(低動機組 )

Lower Motivation Group

3.2 Methodology-procedure

According to the total score on the ELCMS

(English Listening Comprehension Motivation Scale)

was used to group students:

Higher Motivation Group vs Lower Motivation Group

HMG LMG

Scores: 83-107

Higher motivation Group

N=102

►The 24 item were rated on a 5-

point scale with five possible

responses from strong agreement

to strong disagreement.► Among the 205sets of data► the highest score was 107 ► the lowest score was 50► the median(中位數 ) was 83

Scores:50-83

Lower motivation Group

N=103

►This ELCMS were adapted based

on Chang’s intrinsic Motivation

Orientation Scale(2001) and

developed especially for this

present study by the researcher.►The advisor also checked and

modified the questionnaire.

Motivation

3.3 Methodology-procedure

ANOVA : To compare with mean differences in motivation scores obtained by the subjects in the three practice groups , we used a one-way analysis of variance(ANOVA).

(Three practice groups:1.LSG 2.SPG 3.NPG )

T-test: A T-test would be used to check if there was any significant difference in the scores on ELC tests obtained by the subjects in the two groups.

(Two motivation groups: 1. HMG 2. LMG)

The probability level of significance: was set

at 0.05 throughout the study.

4.Results and Discussion

Both descriptive statistics and analyses of means and variances are used to analyze data.

The use of the Media for the subjects’ Practicing ELC : *Do you see the problem?

Media

Group

*Radio Computer TV Tape/CD Total

Freq. % Freq. % Freq. % Freq. % Freq. %

HMG (102 人 )

15人 40.6% 4 10.8% 3 8.1% 2 5.4% 24 64.9%

LMG(103 人 )

5人 13.5% 2 5.4% 3 8.1% 3 8.1% 13 35.1%

Total 20人 54.1% 6 16.2% 6 16.2% 5 13.5% 37 100%

4.1 Results and Discussion

The Distribution of the time spent by the subjects practicing listening comprehension:

Time

Group

*None 1-2 hrs 2-3 hrs 3-4 hrs Over 4 hrs Total

Freq. % Freq. % Freq. % Freq. % Freq. % Freq. %

HMG 31(1) 15.6% 35 17% 22 10.8% 12 5.9% 1 0.5% 102 49.8%

LMG 55(1) 27.3% 30 14.6% 12 5.9% 5 2.4% 0 0% 103 50.2%

Total 88 42.9% 65 31.6% 34 16.7% 17 8.3% 1 0.5% 205 100%

4.2 Results and Discussion

The distribution of the Two Group’s opinions on the importance of ELC:

Impo.

Group

*Very Impo.

Impo. Neutral Unimpo.Very

UnimpoTotal

Freq.

%Freq

.%

Freq.

%Freq

.% Freq. % Freq. %

HMG 59 28.8% 39 19.0% 4 2% 0 0% 0 0% 102 49.8%

LMG 35 17.1% 50 24.4% 16 7.8% 0 0% 2 0.9% 103 50.2%

Total 94 45.9% 89 43.4% 20 9.8% 0 0% 2 0.9% 205 100%

4.3 Results and Discussion

RQ1:

Do EFL students with higher motivation perform significantly better in EFL achievement than

those with lower motivation?

Ans: Yes!!! Because p(0.000) ＜ 0.01,it stated that HMG would score

significantly higher than lower on the ELC test.

4.4 Results and Discussion

RQ2: Are there significant differences in Motivation among

groups of Ss using different listening practice ways?

Ans: Yes!!!

4.5 Results and Discussion

RQ3: Are there significant differences in ELC achievement

scores among groups of Ss using different listening practice ways?

Ans: Yes!!!

4.6 Results and Discussion

RQ4: Is there any correlation between levels of motivation

and time spent in practicing ESL?

Ans: Yes!!!!

5. Conclusions

The major findings of the study are summarized as follows:

1. Subjects who had higher motivation(HMG) performed significantly better in the EL tests than those with lower motivation.

2. The subjects in the LSG had higher perceptions of motivation than those in the SPG and NPG.

3. The LSG and SPG significantly outperformed the NPG in the ELC tests.

4. Significant differences in the motivation scores and in ELC achievement scores were not reflected between the LSG and SPG.

5.1 Conclusions

5. Based on Carrol(l962), time devoted to learning is an index of motivation.

Similarly, the result of this study showed that the HMG Ss spent significantly more time practicing ELC than the LMG Ss.

6. Ss with favorable attitudes and high motivation can more easily achieve success.

Therefore, it could be inferred that the HMG had more positive attitudes toward ELC learning, and in fact, they also had better achievement in ELC than the LMG ones.

6. Suggestions

1. The future studies are suggested to adopt multiple methods , such as interview , observation and record , survey or diary , to obtain more detailed, abundant and explicit information.

2. It is worth investigating the subject population of a broader range or different groups of ELC learners.

3. It is also meaningful and valuable to investigate the relationship between the constructs of motivation and teacher’s teaching and attitudes , group dynamics, classroom atmosphere and Ss’ family support.

Personal SharingOptimism is empowering – it gives you

control over your emotions.Pessimism weakens your will and allows

your moods to control your actions. Optimism gives you positive motivation

and it will give you power to overcome the problems.

Have positive faith in the future and keep working toward your goals even when the odds seem stacked against you.

We believed that if the door remained closed now, it would open to another opportunity one day.

Julia production. Catch your attention!

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