1. Presenter: Yang, Hao-Ting (Tim)
Instructor: Dr. Su, Hisu-Hui
Date:2013.12.30
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2. Introduction
Literature Review
Methodology
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3. • Background
Introduction
• Research Question
• Purpose of the study
• Gap
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4. Background
senior high school or
vocational school
students
A higher education
institute
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5. Background
global and
internationalized waves
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6. Purpose of the study
This study will be conducted to identify workplace
English course students’ motivational and attitudinal
orientations in learning English at Chaoyang University of
Technology.
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7. Research Question
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Which are the three types of motivation (instrumental,
integrative and personal) could be the primary source of
workplace English course students’ motivation towards
learning English?
2
What kind of type of attitude that workplace English
course students have towards learning English?
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8. Gap
No one had ever investigated sophomores’ motivation and
attitudes in Chaoyang University of Technology.
To help Chaoyang University of
students motivation and attitudes.
Technology face the
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9. Literature
Review
• Description of ability
grouping
• Benefits for workplace
English learners
• Motivation
• Attitudes
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10. Literature Review
There are some means of grouping students for
instruction by ability or achievement so as to reduce
their heterogeneity.
(Slavin, 1987)
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11. Literature Review
Low ability students can benefit from this segregation
because the teachers can provide them with appropriate
curriculum and pace of instruction.
(Hallinan & Sorensen, 1983)
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12. Literature Review
English is an essential tool in the engineering education
and integrating English into engineering, science and math
courses is an effective way to improve the performance of
engineering students in oral and written communication.
(Pendergrass ,Kowalczyk, Dowd, & Laoulache, 2001)
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13. Literature Review
Motivation of the students is one of the most important
factors influencing their success or failure in learning the
language (English).
(McDonough, 1983)
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14. Literature Review
Attitudes are necessary but insufficient indirect conditions
for linguistic attainment. Only when paired up with
motivation proper do attitudinal tendencies relate to the
levels of student engagement in language learning, and to
attainment.
(Lifrieri, 2005)
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15. • Participants
Methodology
• Procedure
• Data analysis
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16. Participants
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17. Qualitative
Quantitative
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18. Procedure (Qualitative )
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19. Procedure (Qualitative )
Participants
Around 5 students in
workplace English class
Data Analysis
Content analysis method
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20. Questions (Qualitative)
1. Their reasons for learning English
2. Their interest to attend more training
courses in English
3. Their attitudes towards English and towards the
culture of the English speaking world
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21. Questionnaire (Quantitative)
Distribute
questionnaire
in class
At the end of
semester
Collect
15 minutes
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22. Questionnaire (Quantitative)
Attitude/Motivation Test Battery (AMTB)
(Gardner,1985)
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23. Questionnaire (Quantitative)
Attitude/Motivation Test Battery (AMTB)
(Gardner,1985)
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24. Procedure (Quantitative)
Questionnaire
Attitude/Motivation Test
Battery (AMTB)
(Gardner,1985)
Data Analysis
Descriptive statistics
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25. Thank you!
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