This final chapter comprise conclusions of the study and implication for English learners in Taiwan and also educational organization to assist teaching English in an effective way. Lastly, it also sketches out the limitations and suggestions for the future study.
Conclusions
The principal idea of the study was to examine the relationship between language, motivation and technological software of people who have English learning experience in Taiwan, English learning motivation, English learning system usage and English learning motivation was set as the main variables. As human living in the era of globalization and internet, it is inevitable to meet new people from different cultures, English is the most universal language when two strangers does not share the same native language. In addition, research shows that cross-border business communication is most often conducted in English. As a result, proficiency in English opens new career opportunities undoubtedly. Also, English is the most-used language online which makes it more importance since it enables users to access more resource online. Since this study focused on English learners in Taiwan aiming to answer specific questions about relationship between English learning motivation and English proficiency and also the using experience on English learning system. From this study, it has shown that the performance in English does connect to the motivation of learning English, and likewise with English learning system. However, the moderating effect by English learning system between English learning motivation and English proficiency does not significant according to the multiple linear regression analysis, it could be speculated that it is because this study does not target on certain English learning systems. As the diversification of software and the purpose of each one might be varied, it can be concluded that not every one of them is effective and applicable for learning English.
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Limitations
Firstly, as mentioned in chapter one, this study only delimited to people who have learned English and able to provide their CEFR Level, which was not generalizable to everyone. Since the population of the study only includes Taiwanese, for that reason, this result cannot be used in other contexts since in other countries apart from Taiwan, the culture and the background could be significantly dissimilar, which leads to the diverse circumstance when it comes to English learning. Secondly, this study did not specify on certain English learning system, which means it could not be affirmed that ELS does not helpful at all. Thirdly, considering the data was collected by using self-reported questionnaire and only in some period of time, this might also effect the relationship between the variables. Lastly, according to the survey on the English proficiency, considering TOEIC and GEPT most-tested test in Taiwan, even they cannot entirely represent one’s English proficiency since the score of TOEIC only indicates the listening and reading ability and GEPT was being taken in Taiwan and nowhere else, which can cause big variation in this study. Hence, all of the four barriers mentioned above can be regarded as the limitations of this study.
Suggestions
As stated in the result, the finding showed that English learning motivation are related to English proficiency and English learning system usage also has a positive relationship with English proficiency. Despite English learning system does not significantly moderate the relationship between English learning motivation and English learning system in this study, it can also be suggested that it is meaningful for English learners in Taiwan to truly figure out what driving one to learn because research has confirmed that no matter the learning style that learner’s adopted and operated is instrumental conditioning or classical conditioning, chapter two has depicted that the motivation is far beyond that a thought. Moreover, the study also showed that English ability can also be improved by choosing the efficient English learning system.
Additionally, since the geographical area in this study is delimited in Taiwan, it might result in the findings of this study are contingent upon this setting. Furthermore, from the questionnaire, some respondents are only able to provide their score on TOEIC or GEPT level, which only focused on listening and reading or lack of the universality respectively. Also, considering the limited participants in this study, the future study
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can focus on a bigger or more diverse sample to gain more precise results. In addition, another suggestion is about languages, the future study could towards languages hinge on what context the researches decide to study further. Lastly, from the literature review and the study itself, there might exist other variables or factors associated with the aggregate English performance of the English learners. From what has been discussed above, we may reasonably arrive at the conclusion that there are still many aspects that can be researched further.
Implications
On the basis of the result of the study, it provides practical information for English learners and even educational organizations in Taiwan. The outcome can be used as a tool to appreciate or to improve so as to assist English learners in Taiwan to achieve better English ability. Learning English in an effective way is an imperative way for both students and those who have graduated since proficiency of English is important when pursuing a higher degree, it also creates more opportunities in one’s career. The suggestions are served as a guideline to grasp the importance of English learning motivation and English learning system, which will lead to the advancement of English proficiency. Following are some implications:
1. Firstly, English learning and teaching should be inseparably connected with learner’s motivation, learners and teachers should discover the original purpose and the final destination, which is what drive a person wants to learn English and what is the aspiration he wants to attain. The genuine interest is considerable in the learning process and way more important than just take English as a subject or assignment.
2. Secondly, the study has proved that English learning system can improve user’s English proficiency even it does not significantly moderate the relationship between English learning motivation and English proficiency.
It can be suggested that learner should be more prudent when choosing the English learning system, considering some of the system merely focus on vocabulary memorization or comprehension of the English materials, which cannot improve user’s overall English ability.
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3. Thirdly, both new English teaching approach and effective English learning system could be publicized or funded by the government. According to EF English Proficiency Index in 2009, Taiwan was ranked 38 in the world, the proficient level was stated as medium, the respondents of this report were the adults of each country who took the EF test. However, the education of English in Taiwan are generally begins at 7 to 9 years old, which indicated that the average level of English language skills of Taiwanese is lower than expected. Thence, it would be favorable for the government to take some practical action changing the English teaching approach and learning environment for national.
In a word, the English proficiency of Taiwanese is lower than expected so far, it could be regarded that the policy “building Taiwan into a bilingual country” still have a long way to go. Since both English learning motivation and English learning system can help to improve the English proficiency, the suggestions mentioned above could help to enhance the performance, it also could be useful for the English learners and educational organizations in the near future.
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APPENDIX A1: COVER LETTER
Dear participants,
I am a graduate student in the Graduate Institute of International Human Resource Development at National Taiwan Normal University, Taiwan, R.O.C. I am conducting a study to examine the relationships between English learning motivation, English proficiency and English learning system usage . I am inviting you to participate in this research study by completing the attached questionnaire.
The following questionnaire will require approximately 3 to 5 minutes to answer.
Your participation is strictly voluntary and you may refuse to participate at any time. If you are willing to take part in the study, any information you provide will not be published that identifies you.
The results will be used to analyze The relationships between English learning motivation and English proficiency with English learning system usage as moderator.
If you have any questions about the survey, or about being in this study, you may contact me with the contact information below. Thank you.
Sincerely,
Graduate student: Cheng-Ting, Shih
Graduate Institute of International Human Resource Development National Taiwan Normal University
Advisor: Lai, Chih-Chien Steven
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APPENDIX A2: COVER LETTER (CHINESE VERSION)
親愛的參與者您好:
我是一名就讀於臺灣師範大學國際人力資源發展研究所的碩士生，我正在 進行一項檢視英文學習成果、英文學習動機以及英文學習系統使用之間關係的 研究，如果您願意參與這項研究的話，希望您撥空完成以下這份問卷調查。
這份問卷大約需要3到5分鐘的時間來填答，您的參與是完全自願性並隨時 可以拒絕參與的，如果您願意參與的話，在這份問卷之中，您所填答的任何資 訊都不會被用來辨別您的身分。
這份問卷的調查結果僅供用來檢視英文學習成果及英文學習動機之間的關 係，並以使用英文學習系統與否作為調節變數。如果您對這份調查有任何疑 問，可以透過以下提供的連絡資訊聯繫我，謝謝。
臺灣師範大學國際人力資源發展研究所 姓名: 施政廷
指導教授: 賴志樫
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APPENDIX B1: RESEARCH QUESTIONNAIRE
PART 1: General information
Please check the boxes that apply to you.
1. Gender Male Female
2. Years of age
Below 18 years old 19 - 22 years old 23 - 26 years old above 27 years old
3. Years of study English ______
4. Highest education level
Junior high school Senior high school Bachelor Master
Doctor Others
5. How often you use English in daily life (except English class)?
Rarely Occasionally Sometimes Frequently Usually
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PART 2
What is your English performance level?
Please choose the most related CEFR Level A1 (IELTS 0-2.5, TOEIC 0-349)
A2 (IELTS 3-3.5, TOEFL iBT 29-46 or TOEIC 350-549 or CAMBRIDGE KET) B1 (IELTS 4-4.5, TOEFL iBT 47-70, TOEIC 550-749 or CAMBRIDGE PET) B2 (IELTS 5.5-6, TOEFL iBT 71-82, TOEIC 750-879 or CAMBRIDGE FCE) C1 (IELTS 6.5-7, TOEFL iBT 83-108, TOEIC 880-949 or CAMBRIDGE CAE) C2 (IELTS 7.5-9, TOEFL iBT 109-120, TOEIC 950+ or CAMBRIDGE CPE)
PART 3
Please choose how strongly you have agreed to the following statements.
1 = Strongly Disagree 2 = Disagree
3 = Neither agree or disagree 4 = Agree
5 = Strongly Agree
Strongly Disagree Disagree Neither agree nor disagree Agree Strongly Agree
1. I am working hard at learning English. 1 2 3 4 5 2. I put great efforts to understand everything my
English teacher teaches me in class
1 2 3 4 5
3. I always volunteer to answer the questions my English teacher asks in class.
1 2 3 4 5
4. I want to keep improving my English to reach next level.
1 2 3 4 5
55 5. If my English teacher wanted someone to do an extra assignment for the class, I would certainly volunteer.
1 2 3 4 5
6. Knowledge of English can be useful for my further studies.
1 2 3 4 5
7. Knowledge of the English will increase my job opportunities.
1 2 3 4 5
8. Proficiency in the English can bring me some financial benefits (e.g., translations, etc.).
1 2 3 4 5
9. Knowledge of the English will help me when I travel abroad.
1 2 3 4 5
10. Knowledge of the English will be useful for my future career.
1 2 3 4 5
11. I decided to study English because I am interested in the culture of English speaking countries.
1 2 3 4 5
12. Studying English is important because it will enable me to better understand the way of life in English speaking countries.
1 2 3 4 5
13. Studying English is important because it will enable me to appreciate the English art and literature.
1 2 3 4 5
14. I decided to learn English in order to better
understand the life style of English speaking countries.
1 2 3 4 5
15. I decided to learn English so that I can get to know its speakers better.
1 2 3 4 5
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PART 4
1. Have you ever used any English learning system (including PC and mobile) to learn English?
Yes No
2. How long have you used these kinds of software to learn English?
Less than 1 year 1 – 3 years 4 – 6 years
More than 7 years
3. Do you think using English learning system to learn English is more interesting than traditional teaching method?
Yes No Neutral
4. Do you think English learning system is more effective than traditional teaching method?
Yes No Neutral
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APPENDIX B2: RESEARCH QUESTIONNAIRE (CHINESE VERSION)
第一部分: 基本資料 請勾選最符合您的選項。
1. 性別 男
女
2. 年紀
18 歲以下 19 - 22 歲 23 - 26 歲 27 歲以上
3. 學習英文的時間(以年為單位) _____
4. 最高教育程度
國中畢業 高中(職) 、五專畢業 大學畢(含科技大學) 碩士畢
博士畢 其他 (請說明)
5. 請問您在日常生活中接觸英文的頻率為 (英語課程除外)?
幾乎不會接觸英文 偶爾接觸英文 有時接觸英文 時常接觸英文 非常頻繁接觸英文
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第四部份
第四部份