Factors Influencing Rural Junior High-School Students’ Motivation to Learn English in Taiwan

Abstract

English-language learning in rural Taiwan has been targeted by government policy for two decades, yet little research has investigated students’ motivation and support in these rural communities. This study investigated the effects of students’ gender, grade, parental support (PS), and teacher support (TS) on their English learning motivation (ELM) in Taiwan’s rural middle-level schools. A quantitative survey approach was used in this study. Seven hundred and fifty-four questionnaires were delivered to the students in 12 rural middle-level schools. The collected data were analyzed by using the t-test, ANOVA, Pearson correlation, and multiple-regression methods. Females reported higher ELM, PS, and TS than their male counterparts. Seventh-grade students reported higher ELM, PS, and TS than eighth- and ninth-grade students. PS and TS were significantly correlated to ELM. Appraisal support of teachers was the most relevant predictor for value, emotion, and willingness to execute factors of ELM. Programs and policies to improve ELM in rural schools are suggested.