本研究著眼於台灣大學生的英語學習動機以及影響學習動機之因素，同時探討學習動機與選修英文課意願之間的關連性。此研究以大學生為對象，將動機強度、內在動機、外在動機、非自主動機與其他動機等項目之測量分為三個階段進行：第一階段共443名學生參與；第二階段93名；第三階段16名。
本研究第一及第二階段採用問卷方式收集資料，第三階段則是透過MSN與受訪者做個別訪談。分析步驟如下：首先，第一、二階段的原始資料經過彙整後，以敘述統計的方式呈現；其次，相關係數及變異數的分析用以探討各變因之間的關聯性及其差異之顯著性；第三階段的訪談結果則是以質化的方式加以處理。
研究結果發現大學生之動機強度、內在動機及外在動機皆隨年級增加而增強；其中，女學生的學習動機明顯高於男學生，而人文社會學院學生的學習動機亦較其他理工學院的學生來得強。整體而言，台灣大學生的英語學習動機大多受到課程內容以及授課老師的影響。另外，學生的外在動機普遍強於內在動機，而內在動機強的學生繼續選修英文課程的意願較高；然而，分析結果也反應出學生的想法往往和實際修課情形不符—雖然多數學生選修英文課程的意願頗高，但大多未付諸實行。
其次，本研究發現除了非自主動機之外，所有動機種類皆與動機強度成正相關，其中又以內在動機與動機強度之正相關係數為最高。根據訪談結果顯示，影響學生繼續修課之因素很多，內在動機強的學生乃出於自身對英文的興趣，而外在動機較強的學生之所以選課則是為了強迫自己學習英文。此外，社會壓力或重視英文能力的社會價值觀等外在因素皆會驅使動機強度極低的學生選修英文課程。由此可見外在動機對學習動機弱的學生之影響力。

The study aimed to probe learners’ English learning motivation among college-level EFL students in Taiwan, particularly focusing on their motivational intensity, different motive types and how well motivation affected students’ continuing in their English studies. The strength of each motivational type among students in different years or levels of study, between the two genders, as well as among the colleges was also investigated.
In this study, there were three phases of data collection. In the first phase, 443 students were invited to participate in the study. Instrument adopted was the 1st set of questionnaires. The 2nd phase of data collection involved 93 participants, and the 2nd set of questionnaires was thus administered. The 3rd phase of data collection was administered to see whether students would continue their English studies by taking additional English courses. A total of 16 participants were interviewed on line via MSN messenger. To analyze the data, except for the descriptive statistics that were presented, t-test, one-way ANOVA and Pearson correlation were all employed to determine whether any significant relationships exist among the respondents regarding their background characteristics and to examine the connection among motivational intensity and different motive types.
Results showed that students’ motivational intensity as well as intrinsic and extrinsic motive went higher as students went to higher levels, and female students were reported to show stronger motivational intensity than male students. Furthermore, students in College of Humanities and Social Science got the strongest motivational intensity. With regard to Taiwanese college students’ motive types, it was found that in general, Taiwanese students were more extrinsically motivated relative to years of study, gender, and college. Regarding the relationship among motivational intensity and different motive types, motivational intensity is positively correlated with different motive types except for requirement motives. About students’ persistence in English studies, results showed that students with higher intrinsic motivation were more likely to take elective English courses. In addition, students’ willingness to take elective English courses did not correspond with the situation of students’ further English learning. Factors that may affect students’ language learning motivation were also discussed in this study. It was shown that the factors varied depending on students with different motive types. For the intrinsically motivated students, they took elective English courses because they like English. However, the extrinsically motivated ones or those with weak motivational intensity took the elective English course mostly for outward purposes.
It is suggested that teachers should try to increase students’ intrinsic motivation. Moreover, college students should incorporate innovative ways of teaching and provide interesting and up-to-date teaching materials which can arouse students’ attention. Most importantly, teachers should be aware of the individual difference among students and try their best to help the students. Furthermore, school should prove diverse and sufficient courses for students to choose from. It is hoped that the study can provide both teachers and researchers with a broader view about language learning motivation and help them better understand Taiwanese college students. Moreover, it can shed light on the most practical approaches and directions for English education in Taiwan.

Brown, H. D. (2001). Teaching by Principles: An Interaction Approach to Language
Pedagogy (2nd ed.), White Plains, NY: Pearson Education.
Burke, W. M. (2004). Getting the buggers into languages: How to motivate students to speak, listen, read and write in a modern foreign language. Literacy, 38, 159-160.
Cambridge Dictionaries Online. (2007) http://dictionary.cambridge.org/
Chang, C. Y. (2003). The effects of language learning motivation on the use of
language learning strategies among EFL learners at technological universities and colleges in Taiwan. Unpublished doctoral dissertation, Spalding University, Louisville, KY.
Chang, S. M. & Huang, S. H. (1999). Language learning motivation and language
learning strategies of Taiwanese EFL students. (ERIC Document Reproduction
Service No. ED428561)
Chang, S. M. (2001). Students’ reasons and motivation for learning English. Proceedings of the Eighteenth Conference on English Teaching and Learning in the Republic of China, 12-27, Ming Chuan University, Taipei: The Crane Publishing Co.
Chen, C. P. (1997). An overview of the research on issues involving attitudes and motivation in second language acquisition. Fu Hsing Kang Academic Journal, 61, 1-9.
Chen, J. H. (1998). Taiwan's college students' metamotivation in learning English.
The Proceedings of the Seventh International Symposium on English Teaching, 241-252, Taipei: The Crane Publishing Co.
Clement, R., Dornyei Z. and Noels, K. A. (1994). Motivation, self-confidence and
group cohesion in the foreign language classroom. Language Learning, 44, 417-448.
Crookes, G., & Schimidt, R. (1991). Motivation: reopening the research agenda.
Language Learning, 41, 469-512.
Csizer, K. & Dornyei, Z. (2005) Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55, 613-659.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. NY: Plenum Press.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating
internalization: The self-determination theory perspective. Journal of Personality, 62, 119-142.
Dornyei, Z. (1990). Conceptualizing motivation in foreign language classroom. Language Learning, 40, 46-78.
Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dornyei, Z. (1998.). Motivation in second and foreign language learning, Language
Teaching, 31, 117-135.
Dornyei, Z. (2001). Teaching and Researching Motivation. London: Pearson Education.
Dornyei, Z. & Schmidt, R. (Ed.). (2001). Motivation and second language acquisition. Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center.
Gardner, R. (1985). Social psychology and second language learning. London: E.
Arnold.
Gardner, R. C. & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R. C. & Lambert, W. (1972). Attitudes and motivation in second language
learning. Rowley, MA: Newbury House.
Gardner, R. C., Masgoret, A., Tennant, J. & Mihic, L. (2004). Integrative motivation:
Changes during a year-long intermediate-level language course. Language Learning, 54, 1-34.
Gardner, R. C. & Smythe, P. C. (1975). Motivation and second language acquisition. The Canadian Modern Language Review, 31, 218-230.
Gardner, R. C. & Trembly,P. F. (1994). On motivation, research agendas, and
theoretical frameworks. Modern Language Journal, 78, 359-368.
Johnson, D.W. (1979). Educational Psychology. Englewood Cliff, NJ: Prentice Hall.
Kamada, L. D. (1987). Intrinsic and extrinsic motivational learning processes: Why Japanese can’t speak English. (ERIC Document Reproduction Service No. ED 285408)
Kang, D. H. (2000). Motivation is such a complex process in the EFL foreign
language classroom. (ERIC Document Reproduction Service No. ED 444354)
Kang, H. H. (2004). A study on the English learning motivation of Taiwanese
students from grade 3 to 9. Unpublished master's thesis, National Taiwan Normal University, Taiwan: Taipei.
Karsenti, T., & Thibert, G. (1994). The influence of gender differences on within-term
changes in junior-college student motivation. Paper presented at the Annual Meeting and Exhibit of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED373837)
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.),
Instructional Design Theories and Models: An overview of their current status, 383-434. NJ: Lawrence Erlbaum Associate.
Krashen, S. (2007). Before labeling English as a foreign language in Taiwan a humiliating failure (Aug. 23) it might be. The China Post. Retrieved December, 26th, 2007, from http://www.chinapost.com.tw/commentary/2007/08/30/
124524/Before-labeling.htm
Liao, Y. F. (2000). A study of Taiwanese junior high school students' EFL learning
motivation and learning strategies. Unpublished master's thesis. National Changhua University of Education. Taiwan: Changhua.
Lukmani, Yasmeen M. (1972). Motivation to learn and learning proficiency. Language Learning, 22, 261-273.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second
language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 167-210.
Maslow, A. H. (1970). Motivation and personality. NY: Harper & Row.
Matsuoka, R. & Evans, D. R. (2006). An analysis of motivation structure in learning
English. J Nurs Studies NCNJ, 5, 27-36.
Noels, K. A., Clement, R. and Pelletier, I. G. (2001). Intrinsic, extrinsic and
integrative orientations of French Canadian learners of English. The Canadian
Modern Language Review, 57, 424-442.
O'Malley, J. M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford English Dictionary (2007). http://dictionary.oed.com/
Peng, I. N. (2001). EFL motivation and strategy use among Taiwanese senior high
school learners. Unpublished master's thesis. National Taiwan Normal University. Taiwan: Taipei.
Powell, C. (2005). Not the Queen’s English. Newsweek, Retrieved September, 27, 2007, from http://www.msnbc.msn.com/id/7038031/site/newsweek.
Ramage, K. (1990) Motivational factors and persistence in foreign language study.
Language Learning, 40, 189-219.
Ryan, R. M. & Deci, E. L. (2000) Intrinsic and extrinsic motivations: Classic
definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation:
Internal structure and external connection. In R. Oxford (Ed.), Language
learning motivation pathways to the new century, 9-70. Honolulu: University of Hawaii Press.
Shaaban, K. A. & Ghaith, G. (2000) Student motivation to learn English as a foreign language. Foreign Language Annals, 33, 632-644.
Skinner, B. F. (1974). About Behaviorism. New York: Random House, Inc.
Su, M. L. (2002). Comparison of English learning Attitudes, Motivation and
Strategies Between Vocation-oriented students and College-oriented Students. Unpublished master's thesis, National Kaosiung Normal University. Taiwan: Kaosiung.
Teweles, B. (1995). Motivation as a two-sided coin: Motivational differences between college-level Chinese and Japanese learners of EFL. Texas Papers in Foreign Language Education, 2, 15-34. (ERIC Document Reproduction Service No. ED 416704)
The China Post (2007). Taiwan scores poorly on English test. Retrieved September, 12, 2007, from http://www.chinapost.com.tw/taiwan/2007/06/16/112486/Taiwan-scores.htm
Tsao, C. H., & Lin, H. S. (1998). Junior college students’ motivation in learning English and their needs for English curriculum. Journal of Technology, 13, 355-67.
Warden, C.A. & Lin, H. J. (2000). Existence of integrative motivation in an Asian
EFL setting. Foreign Language Annals, 33, 535-547.
Wen, X. H. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30, 235-251.
Williams, M., Burden R., & Lanvers, U. (2002). ‘French is the language of love and
stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28, 503-528.
Yang, N. D. (1994). A study of factors affecting college EFL students’ use of learning strategies. Papers of the eleventh conference on English teaching and learning in the Republic of China, 53-82, Taipei: The Crane Publishing Co.
成功大學英文能力及成就鑑別測驗實施辦法 (2007) http://english.ncku.edu.tw/content/files/0515.pdf
李振清 (2007) 英語充電站：正視英文與中文學習的同質性 兼論大學新鮮人歷
練英語文的途徑. 台灣立報. Retrieved September, 20, 2007, from http://publish.lihpao.com/Editorial/2007/09/05/0802/
政治大學大學英語文修課辦法. (2006) http://aca.nccu.edu.tw/aca/upload/rulesdata/law26.pdf
國立中央大學語言中心. (2007) http://www.lc.ncu.edu.tw/main/chinese/graduation.php
國立台灣大學進階英語課程實施辦法. (2007) http://curri.aca.ntu.edu.tw/cur/english.htm
教育部全球資訊網. (2007) http://www.edu.tw/index.htm