4.1.1 Results and Discussions on Overall Status of Students’ English Learning Motivation ......................... 31
4.1.2 Results and Discussions on Differences of Different Student Groups’ English Learning Motivation ..... 36
Chapter 5 Conclusion ................................... 53
5.1 Major Findings ......................... 53
5.2 Existing Problems of Xinjiang Rural Students’ English Learning Motivation .. 57
Chapter 4 Results and Discussions
4.1 Results and Discussions on Questionnaire Survey
4.1.1 Results and Discussions on Overall Status of Students’ English Learning Motivation
First of all, based on the data collected from the questionnaire survey, descriptive statistical analysis of questionnaire samples was shown below.
According to Likert’s five-level scale, the minimum value of each item is 1.00, the maximum value of each item is 5.00, and the theoretical mean value is 3.00. If the mean value is above 3.00, the level of that motivational factor is high; if the mean value is lower than 3.00, the level of that motivational factor is low.
Chapter 5 Conclusion
5.1 Major Findings
Research question 1: What is the overall status of English learning motivation of Xinjiang rural minority high school students?
The overall motivation level of English learning of minority high school students in Xinjiang rural areas is slightly high. In L2MSS, the level of OL2S and its three motivational factors (surrounding environment, preventive instrumental motivation, family influence) are significantly highest. The level of IL2S is slightly high, but its one motivational factor (integrative motivation) is a little bit lower. And the best predictor of English learning motivation is SLLE, but its intensity is relatively weak, and its four motivational factors (teachers’ teaching level, teaching content and aims, L2 confidence and successful experience of L2 learning) are similarly low, which is worthy attention.
Through descriptive statistical analysis on L2 learning motivation, IL2S, OL2S, SLLE, which was shown in Table 4.1, 4.2, 4.3, 4.4, the mean value of L2 learning motivation is 3.2165 (> 3.00), indicating that the overall level of English learning motivation of minority high school students in Xinjiang rural areas is slightly high. In addition, the mean values of IL2S, OL2S is 3.1302, 3.6049 (> 3.00), the mean value of SLLE is 2.9143 (< 3.00). So, in the L2MSS of Xinjiang rural minority high students, the level of OL2S is significantly highest, the level of IL2S is slightly high, while the SLLE is a little bit lower. When it comes to various motivational factors in IL2S and SLLE, the mean values of integrative motivation, teachers’ teaching level, teaching content and aims, L2 confidence and successful experience of L2 learning are below 3.00, so the levels of them are relatively low. Last but not least, through regression analysis, which was shown in the Table 4.6, the Pearson value of SLLE is 0.0353, which is the highest one, so the best predictor of L2 learning motivation is SLLE.
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