Parental Support and Teacher Support on Students' English Learning Motivation in Rural Taiwan Schools (Poster 38)

• In Event: AERA Poster Session Two
  In Poster Session: Motivational Beliefs in Context

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 relationships between English learning motivation (ELM) and gender, grade level, Parental Support (PS), and Teacher Support (TS) among 754 secondary school students in rural Taiwan. Females reported higher ELM, PS, and TS than male counterparts. Seventh-grade students reported higher ELM, PS, and TS than eighth and ninth grade. Teacher support for ELM was significantly higher than parental support. 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.

Authors

• Romi Aswandi Sinaga, National Dong Hwa University
  Presenting Author

• Te-Sheng Chang, National Dong Hwa University
  Presenting Author

• Hou-Ting Chou
  Presenting Author