英文摘要 |
In order to understand the implementation regarding the strategy of “promoting using English in instruction in some fields and subjects for schools at the senior high school level and below” in the “2030 Bilingual Policy” launched by the government in 2020, the current study aims to investigate senior high school students’ motivation to learn in CLIL instruction. In particular, it is to understand the current situation for senior high school students’ motivation to learn. Furthermore, it is to analyze the differences in motivation to learn perceived by the students with different backgrounds. This study adopted the method of questionnaire surveys, and used the technique of purposive sampling. The participants were selected from the 15 bilingual instruction experimental classes in the 12 high schools among the 50 high schools nationwide chosen by the Ministry of Education in 2021 (the 110 academic year). Totally 495 students completed the questionnaire. The research instrument, “Motivation to Learn Scale for High School Students in CLIL Instruction”, designed by the researchers was formally formed after validity and reliability analysis. It consisted of 5 dimensions and 17 items. The Cronbach's alpha coefficient of the scale is .93 (N=495), indicating satisfactory internal consistency and reliability of the questionnaire. The statistical methods used included mean, standard deviation, t-test and one-way ANOVA. This research found that the senior high school students’ motivation level in CLIL instruction was upper-middle, with the dimension of “satisfaction” being the highest, and the dimension of “attention” being the lowest. In addition, there were no significant differences in senior high school students’ motivation to learn in terms of genders and various school types. Finally, based on the aforementioned results and findings, the researchers proposed some suggestions serving as references for the implementation of CLIL instruction in senior high schools. |