作者：Mei-Chi Su,Hsin-Hsin Yang
關鍵字：learning motivation, English pop songs
The purpose of this study is to explore whether an English pop song instruction can promote students’ English learning motivation. This research was conducted with 84 sixth graders as the participants, studying at a public elementary school in Kaohsiung city. The participants received a ten-week English pop songs instruction, 40 minutes per week. Five English pop songs were selected as the teaching materials for this study and the motivation questionnaire pretest and post-test were distributed before and after the instruction to collect data for quantitative analysis. Paired-samples T-test procedures were employed to compare the scores of the pretest and post-test of learning motivation questionnaire which was aimed to test four different components of learning motivation: value component, expectation component, affect component and executive volition component. The main findings of the study indicated that the English pop song instruction facilitated the development of the sixth graders’ English learning motivation. Among the four components of learning motivation, value component, affect component as well as executive volition component were significantly affected by this instruction while expectation component showed no significant difference. Therefore, this study concluded by outlining pedagogical suggestions for English teachers to use English pop songs as authentic materials in the EFL classroom to create a motivating and enjoyable learning environment.
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