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Demotivation and Technological Institute Students EFL Proficiency

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Title: Demotivation and Technological Institute Students EFL Proficiency


1
Demotivation and Technological Institute
Students EFL Proficiency
  • Rou-Jui Sophia Hu
  • Department of Applied Foreign Languages
  • Cheng Shiu University
  • snh_at_isu.edu.tw

2
OUTLINE
  • Introduction
  • Literature Review
  • Methodology
  • Findings
  • Conclusion

3
INTRODUCTON
  • Most technological institute students, in
    general, do not perform as well as university
    students do, either in academic performance or
    EFL proficiency. This paper aims to explore the
    relationship between the demotivating factors and
    technological institute students English
    language proficiency.

4
LITERATURE REVIEW
  • Not much discussion has been found about the
    relationship between demotivation and English
    proficiency attainment.
  • Dornyeis (2001b) definition of demotivation
  • the mental and physical condition of an
    individual when the existing motivation is
    lessened or the ongoing action is stopped by some
    external influences.
  • ? Chang and Cho (2003) found the following
    factors that are responsible for junior high
    students demotivation (1) learning
    difficulties, (2) threats to self-worth, (3)
    monotonous teaching, (4) bad teacher-students
    relationship, (5) punishments, (6) general and
    language-specific anxiety, (7) lack of
    self-determination, (8) poor classroom management.

5
METHODOLOGY
  • Subject
  • -- 467 students from Cheng Shiu University
    participated in this study.
  • Instrument for measuring EFL proficiency
  • (GEPT-basic)
  • --Grammar reading comprehension Test (20
    multiple choice questions)
  • --Listening Comprehension Test (20 multiple
    choice questions)

6
METHODOLOGY(cont)
  • Instrument for measuring demotivating factors
  • --35 statements on 11 hypothetical variables
  • (1)learning difficulties,
  • (2)threats to self-worth,
  • (3)monotonous teaching,
  • (4)bad teacher-student relationship,
  • (5)punishment,
  • (6)general language-specific anxiety,
  • (7)lack of self-determination,
  • (8)poor classroom management,
  • (9) theory not put into practice,
  • (10)xenophobia-orientedness,
  • (11)negligence of English from previous schools.
  • ( variables (9), (10), and (11) are from the
    authors investigation.)

7
DATA ANALYSIS
  • Descriptive Statistics
  • Correlational Analysis

8
Descriptive Statistics (1)
  • Background information

9
Descriptive Statistics (2)
  • EFL proficiency

10
Correlational Analysis (1a)--learning
difficulties vs. EFL measures
  • English grammar and vocabulary building are two
    most significant predictor items in relation with
    Grammar Test.
  • Vocabulary building and reading comprehension
    have similar correlation coefficients with not
    only Grammar Test but also Listening Test. Thus,
    it can be told that vocabulary building is an
    issue that should be taken note of among
    technological college students.

11
Correlational Analysis (1b)--learning
difficulties vs. EFL measures
  • Vocabulary building, listening training and
    reading comprehension are three most significant
    predictor items in relation with Listening Test

12
Correlational Analysis (2a)--Threats to
self-worth vs. EFL measures
  • From the correlation with Grammar Test,
    practicing pronunciation in class is deemed as
    one of the most significant predictor items.

13
Correlational Analysis (2b)--Threats to
self-worth vs. EFL measures
  • From the correlation with Listening Test,
    practicing pronunciation in class, being looked
    down upon by teachers, and being mocked by
    friends are all related with school, not family
    members. It can be told that students do care
    about how teachers and friends treat them while
    learning. On the other hand, the pressure from
    their families is not as strong as it is from
    school.

14
Correlational Analysis (3a)--Monotonous teaching
vs. EFL measures
15
Correlational Analysis (3b)--Monotonous teaching
vs. EFL measures
16
Correlational Analysis (4)--Bad teacher-student
relationship vs. EFL measures
17
Correlational Analysis (5)--Punishment vs. EFL
measures
18
Correlational Analysis (6)--General and
language-specific anxiety vs. EFL measures
  • Being asked to speak a foreign language in the
    class is usually the source of anxiety for EFL
    learners. The anxiety of training speaking skill
    is reflected not only in Listening Test but also
    in Grammar Test.

19
Correlational Analysis (7)--lack of
self-determination vs. EFL measures
20
Correlational Analysis (8)--Poor classroom
management vs. EFL measures

21
Correlational Analysis (9)--Theory not put into
practice vs. EFL measures
  • The so-called pragmatic English or every-day
    English, agreed by most EFL learners, equals
    effective listening speaking skills training,
    not grammar translation.

22
Correlational Analysis (10)--Xenophobia-orientedn
ess vs. EFL measures
  • Communicating with native speakers of English
    depends primarily on speaking/listening skills.
    Therefore, it is no surprise to find the above
    correlation.

23
Correlational Analysis (11)--Negligence of
English from previous schools vs. EFL measures
This correlation shows that there is no doubt
for EFL learners to see speaking/listening skills
as a more important tool for communication than
grammar translation or vocabulary building.
24
CONCLUSION
  • The item I am bad at memorizing vocabulary is
    found to have the second highest correlation
    coefficient with Grammar Test and the highest
    correlation coefficient with Listening Test at
    .01 level of significance. Therefore, it should
    be noted that vocabulary building is indeed the
    major problem for technological college students
    when encountering learning difficulties.
  • The item related with language-specific anxiety
    are found to have the third highest correlation
    coefficient with Grammar Test, and the second
    highest correlation coefficient with Listening
    Test among all items. Anxiety has been a very
    significant factor for ESL/EFL learners. How to
    lessen low achievers learning anxiety is an
    important issue for teachers to face and solve.
  • On the other hand, weak correlations are found
    among the items bad teacher-student
    relationship, lack of self-determination, and
    disorder of the classroom, which means these
    items have weak demotivating influence for
    technological college students in this subject.

25
RECOMMENDATION FOR FURTHER RESEARCH
  • Stepwise Multiple Regression analysis is
    recommended to analyze the relative weighting of
    the eleven hypothesized variables. By applying
    this statistical analysis, we can locate which
    variable(s) explain the most variance when
    entering the regression(s) and, therefore, find
    the rank of the hypothetical variables.
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