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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/100500

    Title: Divergent Effects of Learning Motivations and Strategies on Foreign Language Performance among Internet-addicted versus Non-addicted EFL Learners
    Authors: CHEN, YI-WEN
    Contributors: 外國語文學系
    Keywords: internet addiction;learning motivation;learning strategies;English as foreign language
    Date: 2016
    Issue Date: 2016-08-11 09:33:05 (UTC+8)
    Publisher: 亞洲大學
    Abstract: Many existing studies showed evidence that learning motivation and strategies have impacts on foreign language learning. However, few studies focused on effects of learning motivations and strategies on foreign language performance among internet-addicted versus non-addicted EFL college students since internet addiction is a new phenomenon in the age of technology. This study is to investigate how students’ learning motivations and strategies influence their foreign language performance in internet-addicted versus non-addicted groups. Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991) was applied for measuring motivations and strategies of learning and TOEIC Bridge were performed in 379 college students who were divided into two groups: internet-addicted and non-addicted students based on the Chen Internet Addiction Scale (CIAS) (Chen et al., 2003). A quantitative analysis using SPSS and structural equation model (SEM) were applied in this study. Our results showed that in the internet-addicted group, learners’ task value in learning motivation, as well as their time and study management in learning strategies were positively correlated with students’ English performance, but learners’ control of learning beliefs in learning motivation has a negative impact on their English performance. On the other hand, in non-internet-addicted group, learners’ task value, self-efficacy of learning and performance, test anxiety in learning motivation, learners’ effort regulation, and peer learning in learning strategies have positive impact on their English performance, whereas learners’ intrinsic goal orientation in learning motivation and learners’ metacognitive self-regulation in learning strategies were negatively correlated with their English performance. Our study suggests that learners without internet addiction tendency are better motivated by value, expectancy and affect of motivational constructs and are more capable of using various strategies of resource management, while only better task value and time and study management can help internet-addicts perform better. Some pedagogical applications will also be discussed.

    Key words: internet addiction, learning motivation, learning strategies, English as foreign language
    Appears in Collections:[外國語文學系] 博碩士論文

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