The Impact of English Learning Motivation and Attitude on Well-Being: Cram School Students in Taiwan

Chih-Fong Lo,Chin-Huang Lin

doi:10.3390/fi12080131

Abstract

As English is a global language, it is important for students to learn it effectively and efficiently. Learning English from English cram schools is very popular in Taiwan. Most students have studied in English cram schools for some period of time of their English learning experience. The present study concerns about how English cram school learners’ English learning attitudes related to their learning motivation and learning well-being in Taiwan. By using the quantitative research methodology, an empirical research model has been proposed and 277 valid questionnaires were collected. The research results show that learning motivation has a significant impact on learning attitude and learning well-being. Then, the English learning attitude provides mediated effects between learning motivation and well-being. Learning attitude is the key to English learning well-being. Furthermore, a participant’s gender has a significant moderating effect between learning intrinsic motivation and attitude. According to research findings, some suggestions such as using e-learning tools were provided for teachers and educators of the cram schools in Taiwan.

Highlights

Language is a communication tool; people use it in everyday life
The main purpose of this study is to investigate English learners’ intrinsic motivation, extrinsic motivation, learning attitude, and learning well-being of English cram schools in Taiwan
English learning well-being would be a challenge for most learners

Summary

Introduction

Language is a communication tool; people use it in everyday life. The advanced development of the internet and communication media makes the world a global village. English language learning is a vital topic for formal education and business opportunity in almost all countries. Parents hope their children can master English communication skills as soon as possible. Since Taiwan is an EFL (English as a Foreign Language) country, students rarely have the opportunity to practice English outside of school Some students lost their motivation to continue to learn English [4]. Extrinsic motivation can be defined as when an individual who implements an activity because of perceived external pressure. According to Ryan [18], extrinsic motivation is a vital construct that provides various causes about why people involve in particular behaviors, such as external reward or punishment. Extrinsic motivation is the reason to implement an activity since it may lead to valuable outcomes [21]

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