The Influence of Faculty on Taiwanese University Students' English-learning Motivation

Abstract

Motivating students to be involved in learning is a primary goal of teachers. Literature on the subject of learning motivation suggests that higher learning motivation leading to better learning proficiency. Research on learning motivation has shown that teachers play a crucial role in motivating students. The purpose of this study was to investigate the influence of faculty on university students' English learning motivations. This study employed the use of a survey to carry out the investigation. One hundred and five students at a selected university in Taiwan participated in the survey. Four statistical analysis methods including descriptive analysis, factor analysis, analysis of variance (ANOVA), and path analysis were performed to test the hypotheses of the study. Results show that female students are significantly more confident in their English learning than male students. When students spend more time on English learning, they show more interest and confidence in English learning and proficiency. It was also found that students who spend more time on English learning will be influenced by faculty's teaching styles and strategies. Students who started to learn English earlier had better performance in English classes. English instructors at Taiwanese universities should be aware of the different learning approaches based on students' gender and demographic background. In particular, male university students' confidence level of English learning needs to be enhanced.