Abstract
The study aimed to probe learners’ English learning motivation among college-level EFL students in Taiwan, particularly focusing on their motivational intensity, different motive types and how well motivation affected students’ continuing in their English studies. The strength of each motivational type among students in different years or levels of study, between the two genders, as well as among the colleges was also investigated. In this study, there were three phases of data collection. In the first phase, 443 students were invited to participate in the study. Instrument adopted was the 1st set of questionnaires. The 2nd phase of data collection involved 93 participants, and the 2nd set of questionnaires was thus administered. The 3rd phase of data collection was administered to see whether students would continue their English studies by taking additional English courses. A total of 16 participants were interviewed on line via MSN messenger. To analyze the data, except for the descriptive statistics that were presented, t-test, one-way ANOVA and Pearson correlation were all employed to determine whether any significant relationships exist among the respondents regarding their background characteristics and to examine the connection among motivational intensity and different motive types. Results showed that students’ motivational intensity as well as intrinsic and extrinsic motive went higher as students went to higher levels, and female students were reported to show stronger motivational intensity than male students. Furthermore, students in College of Humanities and Social Science got the strongest motivational intensity. With regard to Taiwanese college students’ motive types, it was found that in general, Taiwanese students were more extrinsically motivated relative to years of study, gender, and college. Regarding the relationship among motivational intensity and different motive types, motivational intensity is positively correlated with different motive types except for requirement motives. About students’ persistence in English studies, results showed that students with higher intrinsic motivation were more likely to take elective English courses. In addition, students’ willingness to take elective English courses did not correspond with the situation of students’ further English learning. Factors that may affect students’ language learning motivation were also discussed in this study. It was shown that the factors varied depending on students with different motive types. For the intrinsically motivated students, they took elective English courses because they like English. However, the extrinsically motivated ones or those with weak motivational intensity took the elective English course mostly for outward purposes. It is suggested that teachers should try to increase students’ intrinsic motivation. Moreover, college students should incorporate innovative ways of teaching and provide interesting and up-to-date teaching materials which can arouse students’ attention. Most importantly, teachers should be aware of the individual difference among students and try their best to help the students. Furthermore, school should prove diverse and sufficient courses for students to choose from. It is hoped that the study can provide both teachers and researchers with a broader view about language learning motivation and help them better understand Taiwanese college students. Moreover, it can shed light on the most practical approaches and directions for English education in Taiwan.