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6.4 Limitations and Future Suggestions
The study had three limitations. First, the class observation time was short. In the present study, the researcher observed seven ESL sessions. However, it would be better to observe one whole semester. The patterns of the participant’s turns and the effect of the interaction between the participant, his classmates, and the teacher can be investigated more deeply. Second, videotaping the class interactions would allow the researcher to understand the situational variables more at different moments in class. In addition, while doing the interview with the participant, through watching the recorded videos, the participant can recall each moment better. Third, the participant’s regular English class should be observed. In the present study, because the researcher was not allowed to observed Ms. Lin’s class, he could not observe the participant’s behaviors in that class.
The researcher could only obtain these data through the interviews he had with the participant. If the participant’s regular English class could be observed, the researcher might understand what situational variables might influence the participant’s WTC more.
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Layer V- Intergroup attitudes: integrativeness Intercultural friendship orientation
1. 英文將幫助我認識更多人，與更多不同的人交談。
2. 英文文將幫助我知道更多不同的人與不同的文化 。 3. 英文文將幫助我了解說英語的人及他們的生活方式。
4. 我想和一些說英語的人交朋友。
International contact and travel orientation
1. 我喜歡與來自不同國家的人使用英文。
2. 我喜歡去說英語的國家旅遊。
3. 學習英文很重要因為我喜歡去說英語的國家旅遊。
Layer V- Intergroup climate: perceptual and affective correlates Cultural interest and attitudes towards L2 community
1. 我喜歡好萊塢電影。
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Layer V- Intergroup attitude: fear of assimilation Fear of assimilation
1. 在人前使用英文讓我感覺自己不像個台灣人。
Layer V- Intergroup attitude: motivation to learn the L2 Attitude to learning English
1. 我喜歡英文。
2. 學習英文很棒！
3. 我喜歡我的英文課（包含所有英文的課）。
Intended learning effort and motivational intensity
1. 跟我的同學相比，我認為我更加努力地學習英文。
2. 如果老師在學校不教導英文，我仍然會自己學習英文。
3. 我認為我儘我所能地學習英文了。
4. 從學校畢業後，我仍會持續地學習英文並努力使它進步。
Layer V- Intergroup climate: structural characteristics of the community Social support and milieu
1. 我媽媽希望我有很棒的英文能力。
2. 我爸爸希望我有很棒的英文能力。
3. 與我最親近的兄弟或姐妹希望我有很棒的英文能力。
4. 我最好的朋友希望我有很棒的英文能力。
5. 我其他朋友希望我有很棒的英文能力。
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6. 我的親戚希望我有很棒的英文能力。
7. 我周遭有許多人認為學習英文是浪費時間的事。
8. 我周遭的人認為英文沒那麼重要。
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Appendix 2
Semi-structured interview questions with the participant
1. 老師課堂上的鼓勵是否會影響你上課主動開口說英文或問問題的意願？
2. 這學期上課到現在，有哪些課堂活動讓你覺得對於你開口說英文以及英文學 習特別有幫助？
3. 在課堂上用英文發言帶給你什麼感覺？
4. 在課堂上聽同學的發言帶給你什麼感覺？
5. 在課堂上你有特別注意到什麼不一樣的事嗎？
6. 在何種狀況下會讓你覺得特別容易在課堂上發言？
7. 在何種狀況下會讓你覺得特別困難在課堂上發言？
8. 你在上課前有做任何的課前準備嗎？如果有，是什麼樣的準備？為什麼會做 這樣的準備？
9. 其他問題
a. 從動機因子分析來的問題 b. 從上課表現觀察而來的問題 c. 從問卷資料而來的問題 d. 從與教師訪談而來的問題
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Appendix 3
Semi-structured interview questions with the ESL teacher 1. How do you think the students’ performance in this semester?
2. In this semester, what activities have been most helpful for encouraging them to speak in English in class?
3. Who has been the most participated student in your class?
4. Who has been the least participated student in your class?
5. When Walter used English to interact with you, how did it make you feel?
6. Under what circumstances would they be more willing to use English in your class?
7. What discouraged them to use English in class？
8. Overall, could you give Walter some suggestions or comments about her performance in class and her English learning?