An Empirical Study on the Students' Motivation and Attitudes Who Take Esp Optional Courses

The learners' motivation and attitude toward English for Specific Purposes(ESP) is always an influential element for the quality of ESP course.Teachers should at first get to know the learners' motivation and attitude toward this course so as to teach the course well.Therefore,by means of questionnaire survey on the students' motivation and attitudes who took accounting English in M University as their elective course during the next term in 2009,and through qualitative study,such as interviews,diary and classroom observation on the accounting English choosers in the next term in 2010,some conclusions are discovered that there are about 4 factors and 3 variables among the students' motivations,and their attitudes toward this course is positive in general.Both accounting and English are their learning targets,and oral English and translation are their favors.The combination of blackboard-writing and multimedia technology is preferred than any of the other single teaching models.But the shortage of class hours and the lack of systematic arrangement also affect the students' motivation and their learning efficiency.

The Washback of CET-4 on College Students' motivation toward English Learning in Less-developed Areas

Considering the important role that motivation plays in the process of second language learning, which can influence stu-dents' behaviours and performance in language learning and the fact that some college students in less-developed areas are learn-ing English under the pressure of preparing for the CET-4, it becomes important to explore the washback of the CET-4 on the stu-dents' motivation toward English learning and this paper is going to investigate this.

On College Students' Motivation for English Learning

This essay, from the view of psycholinguistics, analyses the causes of the instrumental motivation college students have for their College English study and points out the negative results from this kind of learner motivation based on the theory of English as communication. Then it suggests some measures to overcome the negative results from the instrumental motivation.

How to Active Students' Motivation in Middle School English Class

In recent years,more and more attention have been taken to the secondary schools' English class,especially the English class.What can we know from this essay is why active children's motivation does significant to all of us.In addition,it tells readers how to active learners' motivation in a effective way.In order to get to know what the method can active students' motivation,writer have made a survey that how children learn in the middle schools' English class.Besides,according to the writer's own experiences,many suggestion were made.

A Quantitative Study of the First-Year Non-English Major College Students' Motivation in Learning English

There are many factors that may affect language learners in acquiring a foreign or second language; motivation is one that cannot be neglected. This paper aims to find out the motivational variables which college students may have in learning English as a second language.

Chinese Students' Motivation to Read English Classics

It is a common phenomenon that Chinese students seldom read English classics.Many recent studies have shown that Chinese students have low motivation to read English classics.The purpose of this paper is to find the reasons of low motivation and help Chinese students to read more English classics.This paper used questionnaire and interview to investigate the reasons.At the end of the paper some possible solutions are provided to help improve their motivation.

How to Develop the Students' Motivation

Motivation is one of the most important factors access to success.There are three types of students' motivation in English learning.In order to get good result in the process of teaching,teachers try their best to develop students' motivation.They have tried many ways,such as enhancing students' interesting through playing games,introduce the culture of English speaking countries.It's meaningful that teachers develop several kinds of motivation at the same time.All these important methods can be used in actually teaching to get a better result.

Types of Students' Motivation for English Learning in Chinese Private Colleges

In China, the non-English majors form the main body of college English learners, of whom not a small number are students in Chinese private colleges.This paper attempts to probe into the types of motivation which can help improve English teaching among private college students.

The Relationship between Mandarin Classroom Learning Environment and Students' Motivation to Learn Mandarin:A Study of a Sample of Grade 7&8 Students from Chinese School in Kuala Lumpur,Malaysia

The literature of the classroom environment research has been reviewed extensively over the years(Haertel, Walberg,&Haertel, 1981; Fraser, 1986; Fraser, 1991; Fraser, 1998; Fraser, 2002; Fraser, 2007). Reviews on early classroom environment studies revealed that there were relationships between students' perceptions towards their classroom learning environments and their cognitive and affective learning outcomes(Fraser, 1986; Haertel, Walberg, &Haertel, 1981). This study is designed to investigate teachers' and students' perceptions towards their Malaysian classroom learning environments in six dimensions, namely‘Student Cohesiveness',‘Teacher Support',‘Involvement',‘Cooperation,‘Task Orientation'and‘Equity'in Malaysia secondary schools.

A Qualitative Study on College Students' Motivation of English Learning

Over the decades, English learning motivation has drawn much attention. The present case study aims to explore college students' motivation of English Learning. Based on SDT, the present study was conducted qualitatively. The researcher interviewed three non-English major students. This study found five types of motivation of English Learning. Besides, a person may have multiple motivations at the same time.

Chinese Vocational Students' Motivational Factors Pertaining to Gender within College English Curricula: a Study within a Southwestern Chinese Context

Predominant research within Chinese academic contexts focusing on students’ L2 motivational factors remain rooted inlarge-scale research that does not draw a distinction between students from different regional groups within Chinese higher educa-tion. This research seeks to focus specifically on a less-studied group within the Chinese College English curriculum: vocationalstudents—especially vocational students studying within an educational institution in the southwestern Chinese city of Chongqing.This small-scale survey(n = 129) was conducted in College English classes to determine if the motivational factors of vocationalstudents remained aligned or distinct from those of their peers across Chinese higher education. Subsequent analysis from the sur-vey findings have shown that while gender differences remain manifested and are aligned with established trends and assumptionspertaining to L2 motivational factors within this context, more research is required to delve into the reasons and rationale behindthe choices made by vocational students in southwestern China within this particular survey instrument.

The Impact of Industry-Education Integration on College Students’ Motivation to Learn English under the TPACK Framework

This paper explores the impact of industry-education integration on students’motivation in college English courses under the TPACK(Technological Pedagogical Content Knowledge)framework using a comprehensive approach combining quantitative and qualitative methods.Quantitative data analysis indicates a significant positive correlation between the perception of industry-education integration and the level of student learning motivation.There is also a clear association between the perception scores of TPACK framework integration and learning motivation.Qualitative data analysis reveals students’positive experiences and recognition of the TPACK framework integration in practical application projects.The study concludes that industry-education integration and the TPACK framework play a crucial role in enhancing students’learning motivation.It suggests optimizing teaching practices through faculty training,designing practical application projects,and promoting student interaction.This comprehensive analysis provides substantial guidance for the future development of English courses.

Internet: A Fresh Motivation to EFL Students?—— Does It Motivate EFL Students

This paper explores the hypothesis that using a computer network for real - synchronous discussion has noticeable effects on EFL students’ motivation language learning. Three motives emerge from the students’ responses to a survey:chatting on the Internet provides an opportunity for "real" communication; it improves personal confidence. It encourages students to overcome writing apprehension. Further analysis proves the hypothesis to a certain extent.

LESS SUCCESSFUL STUDENTS' MOTIVATION AND THEIR TEST PERFORMANCES

Through questionnaire investigation, three major motivation types have been identified in less successful second year students (judged by the state exam CET4) in Hainan University: type A — integrative/intrinsic motivation (interest in culture and language), type B — job-related motivation (learning for better jobs), and type C — test-oriented motivation (learning to pass tests). Students with instrumental motivation (types B & C) far out-number those with integrative motivation (type A). Significant differences in test performance are found between type A and type C, and type B and type C. No significant difference is found between the test performance of type A students and that of type B students.

How to Stimulate College Students' English Learning Motivation

Motivation to language learning is a complex set of variables including effort, desire to achieve goals, as well as attitudes toward the learning of the language. Individuals' motivation to second-language learning also includes their motivation orientations, interest in the second language, attitudes toward the second-language group, attitudes toward the second-language learning situations and second-language anxiety. Based on the basic theories and approaches, teaching activities are part of motivation in English classes. The teacher of language should have a good influence on students and develop students' keen interest in study in order to strengthen their intrinsic motivation, and set up some new goals for students to pursue and give the feedback to reinforce their inner drive and confidence. Thus, students will become major conductors, make full use of their potentials and enhance their study results.

Learner Motivation: an Investigation into Students'Perspectives

Motivation is a well-researched construct; this study has investigated how students perceive and make sense of situations in which learners are motivated to learn. 50 sophomores of Law College in Shenzhen University were surveyed to reveal their perceptions of student motivation. Three variables (English level, hometown, and gender) were used to explain why motivation varies among students. Pedagogical and research implications are suggested in response to students'perceptions of motivation.

A Discussion on How to Increase EFL Learning Motivation of Vocational School Students in China

This paper discusses how to increase EFL learning motivation of vocational school students in China.To begin with,the author gives a brief introduction to the problem concerned,followed by the literature review focusing on intrinsic motivation,extrinsic motivation and achievement motivation.Then,five solutions on how to increase students’ learning motivation is elaborated in detail.Finally,the author gets the conclusion that it is up to the cooperation between students and their teachers to achieve the goal of enhancing students’ learning motivation.

An Analysis of College Students’ Learning Motivationin English Corner——Take Xi’An Innovation College of Yan’an University as An Example

There are many factors affecting English learning,and motivation of learner is crucial to it.The purpose of this paper is to explore some measures to stimulate English learning motivation and help college students to learn English better.Based on the investigation of college students’participation in English corner,this paper focuses on the main factors affecting the English learning motivation of Chinese college students.The paper investigates the situation of college students taking part in English corner,and analyzes what is the English learning motivation of college students,based on a questionnaire survey of 180 random students in Xi’an Innovation College of Yan’an University,as well as uses other relevant scholars’ideas for reference.And then it puts forward some efficient measures to promote college students’English learning.

Study on Motivation of Chinese College Students

This paper aims to investigate the motivation of Chinese college students.Questionnaires and other means of statistics are adopted to analyze college students' motivation and their motivating degree.The author also lists out some advices for the college English teachers to improve their teaching method and protect the students' learning motivation.

Affect of Motivation on First-and Second-year English L1 Chinese Language Students

Taking Chinese learners of English L1 students at Colorado State University of USA as subjects,the study explored the effect of motivation on American Chinese language learners learning achievement.The researchers find that motivation intensity is an important factor leading to learning success.Both integrative and instrumental factors do not necessary lead to good learning results.Favorable attitudes toward the teacher and course materials do not guarantee good learning achievement.A reasonable level of anxiety helps generate good learning achievement.