Motivation on English Learning in Elementary Schools in Taiwan: Examining The Role of Learning Goals and Teaching Approaches

Abstract

Motivation, a powerful force that can initiate and sustain a long and effort-consuming language learning process, can be a crucial factor in creating a better teaching and learning environment. In hopes of seeking ways to enhance the experience of English teaching and learning, this study examines the role of learning goals and teaching approaches in motivating students to learn. A case study of three third-grade classes in Taipei City and New Taipei City allowed a thorough investigation and analysis of teachers’ and students’ learning goals and preference for teaching approaches. Findings indicate teachers’ and students’ opinions about learning goals and teaching approaches as valuable information that holds the potential to motivate students’ English learning. Through the examination of English learners’ often hidden expectations of learning goals and learning activities, it can inspire some new ideas for teaching that students find relevant and motivating. When comparing and contrasting students’ and teachers’ perceptions about learning and teaching, it creates a mutual understanding that helps teachers enhance the quality of teaching and learning and explore new teaching possibilities.