Differences in English Learning Motivation: An Empirical Study of University EFL Learners in Taiwan

Abstract

This study aims to conceptualize the English learning motivation of 954 students of different proficiency levels and different majors in a northern Taiwan university. The purpose is to correlate various types of motivation with English proficiency levels, and investigate the motivational intensity for English proficiency progress after 60 classroom lessons. Important findings are that (1) external, intrinsic, and integrative motivations are found in the students at high and mid English levels; (2) higher motivation intensity leads to higher English proficiency; (3) the academic disciplines influence the degree of intensity within each type of motivation; specifically, design, humanities, and business majors have higher intrinsic motivation and integrative motivation; and (4) for those with mid English level, improvement in the learners' score is statistically significant in terms of intrinsic and extrinsic motivation. The study points out the importance of motivation intensity and intrinsic motivation in English proficiency enhancement. The findings suggest that EFL teachers need to help their students by skillfully implanting intrinsic motivation in them to enhance their learning.