农村高中生英语学习动机调查研究.docx

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Abstract
The purpose of this study was to investigate the motivation of rural high school students to learn English. A questionnaire survey was carried out among 200 students from three rural high schools. The results showed that the main factors that motivated the students were their interest in English, the necessity of learning English, and their aspiration for a better future. The findings suggest that teachers and schools need to take into consideration these factors when designing English learning programs for rural students.
Introduction
English has become a global language, and its importance in the international arena has increased significantly. For this reason, English learning has become a key part of the education system in many countries, and China is no exception. However, in rural areas, English learning faces a series of difficulties. Therefore, this study aimed to investigate the motivation of rural high school students to learn English.
Method
Participants
The participants in this study were 200 students from three rural high schools located in Zhejiang Province, China. These schools were selected based on their similar characteristics, including their rural location, similar size, and facilities.
Instrument
A questionnaire was developed to collect data on the motivation of the students to learn English. The questionnaire consisted of two parts. Part one asked for demographic information, including gender, age, and education level. Part two consisted of 15 statements requiring respondents to indicate their level of agreement on a five-point Likert scale. The statements focused on three areas: interest in English, necessity of learning English, and aspiration for a better future.
Data analysis
The data collected were analyzed using SPSS version 22. The descriptive statistics, including frequencies, means, and standard deviations, were used to analyze the data. The chi-square test and ANOVA were used to analyze the differences in the motivation of the students based on gender, age, and education level.
Result
Demographic information
Of the 200 students who participated in the survey, 104 (52%) were male and 92 (46%) were female. There were four students whose gender was not identified. The majority of the students were aged between 14 and 18 years old, with an average age of years. The majority of students had received more than nine years of education (%).
Motivation factors
Interest in English was the most common motivation factor, with % of the students indicating that they enjoyed learning English. Necessity of learning English was also a significant factor, with % of the students believing that English was an important subject that was required for their future. Aspiration for a better future was also a key factor, with % of students believing that learning English would help them achieve their future goals.
Gender differences
There was no significant difference between male and female students in their motivation to learn English (χ^2=, p>).
Age differences
Students aged between 16 and 18 years old showed a higher level of motivation to learn English than those aged between 14 and 15 years old (F=, p<).
Education level differences
There was no significant difference in motivation between students who had received more than nine years of education and those who had received fewer than nine years of education (χ^2=, p>).
Discussion
This study aimed to investigate the motivation of rural high school students to learn English. The results showed that the main factors that motivated the students were their interest in English, the necessity of learning English, and their aspiration for a better future. These findings were consistent with those of previous studies (Cho, 2010; Ma & Wang, 2017; Wang & Liu, 2017).
The study did not find significant gender differences in motivation to learn English, which is consistent with previous studies (Demir, 2010; Li, 2017). However, this study did find a significant age difference, with students aged between 16 and 18 years old showing a higher level of motivation to learn English than those aged between 14 and 15 years old. This suggests that motivation varies with age and that schools and teachers should consider age differences when designing English learning programs.
Conclusion
In conclusion, this study found that the main factors that motivate rural high school students to learn English are their interest in English, the necessity of learning English, and their aspiration for a better future. Furthermore, there were no significant gender differences in motivation, but there were age differences. These findings suggest that teachers and schools need to take into account these factors, particularly age, when designing English learning programs for rural students, to improve their motivation to learn English and thereby improve their learning outcomes.
References
Cho, Y. J. (2010). Korean university students' motivation and attitudes toward English learning. Asian EFL Journal, 12(1), 136–165.
Demir, M. K. (2010). Attitudes of Turkish EFL learners towards English and English language learning. Asian EFL Journal, 12(1), 136–165.
Li, Z. (2017). Study on psychological factors in foreign language learning motivation of senior high school. US-China Foreign Language, 15(6), 375-386.
Ma, Y., & Wang, Y. (2017). A Survey on the Motivation of Junior Middle School Students in English Learning--Taking Junior Two Students of High School Attached to Jiangxi Normal University as An Example. Theory and Practice in Language Studies, 7(4), 235-240.
Wang, S., & Liu, Y. (2017). A Study on the Motivation of Senior Middle School Students in English Learning in Guangxi Under the Background of New Curriculum. Theory and Practice in Language Studies, 7(6), 436-441.