Abstract
The regional difference in English learning is assumed to be related to the differences in learners’ L2 learning motivation under different regional contexts. Using Dörnyei’s L2 Motivational Self System as the theoretic framework, the present study not only investigates Taiwanese early adolescents’ L2 learning motivation dispositions in urban (Taipei City), provincial (Taitung City), and rural (Taitung County) areas, but also designs a program to help increase rural learners’ motivation. A questionnaire was delivered to 931 junior high school students in these three areas. The one-way ANOVA reveals important differences among the three groups. First, Taipei City learners had higher values in all scales than those in Taitung County, except for Learning Experience in School. Second, Taipei City learners were similar to Taitung City learners in most scales, except for Learning Experience in School and Attitude. Third, Taitung City learners had higher Ought-to L2 Self, Family Influence, Instrumentality-Promotion, and International Posture than those of Taitung County learners. The multiple regression analysis on Intended Learning Effort shows that Attitude, Learning Experience out of School, and International Posture played as the three strongest predictors for the three groups. Interestingly, Ideal L2 Self and Instrumentality-Prevention were important predictors only for Taipei City learners; Ought-to L2 Self was only for Taitung City learners; Visual Learning Preference was only for Taitung City and Taitung County learners. The correlation analyses between the cognitive scales (Imagery Capacity, Visual Learning Preference, and Auditory Learning Preference), the two future self-guides (Ideal L2 Self and Ought-to L2 Self), and Intended Learning Effort reveals significant correlations among the three groups. In addition, the quantitative analyses on the results of the intervention program suggest that the program could help rural learners increase their L2 learning motivation. Detailed discussions on motivational characteristics in different areas and their pedagogical implications are provided.