English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113311/144292 (79%)
Visitors : 50917559      Online Users : 889
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/117077


    Title: The Impact of Choice on EFL Students’ Motivation and Engagement with L2 Vocabulary Learning
    選擇權對於英文單字學習動機及活動參與度之影響
    Authors: 王瀚中
    Wang, Han-Chung
    黃虹慈
    Huang, Hung-Tzu
    Keywords: L2 motivation;task motivation;trait motivation;vocabulary learning;autonomy;self-determination theory
    自我決定理論;學習動機;字彙學習;自主性
    Date: 2015-09
    Issue Date: 2018-05-08 14:55:08 (UTC+8)
    Abstract: The current study investigates EFL college learners` motivation and engagement during English vocabulary learning tasks. By adopting self-determination theory (SDT; Deci & Ryan, 1985, 2000), the study looked into the impact of autonomy on college students` task motivation and engagement with vocabulary learning tasks and their general English learning motivation (i.e. trait motivation). Changes in task motivation over 14 weeks of research were also investigated. The results of quantitative analyses obtained from questionnaires and observations over 14 weeks uncovered that the participants who were given the freedom to choose their own target words showed higher task motivation and task engagement than those who were required to learn pre-selected target words. Learners` general attitude toward English learning, however, was not influenced by the provision of choice in the vocabulary learning tasks. The 14-week experimental research also depicts the changes of task motivation and engagement over time. Even with the same settings and task procedures, learners` task motivation fluctuated. In accordance with SDT, the findings in the present study support the importance of creating autonomy-supportive vocabulary learning tasks.
    根據自我決定理論，本研究調查自主性對於台灣大學生在英文單字學習活動的動機及參與度之影響。從問卷和教室觀察發現，可自由選擇目標單字的學生比不能自由選擇目標單字的學生表現出較高的動機和參與度，但學生對英文的整體學習態度並未受到自主性提供與否而改變。另外，本研究也描述了學生在進行為期十四週的單字學習活動時學習動機和活動參與度的波動變化。研究結果顯示提供自主性的單字學習活動可提高學習動機。
    Relation: Taiwan Journal of TESOL, 12(2),1-40
    臺灣英語教學期刊
    Data Type: article
    Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    122-1-40.pdf530KbAdobe PDF2346View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback