Is there a relationship between motivation and vocabulary size?

Graduation Thesis

Presented to

the Faculty of the Department of

English Language and Literature

Notre Dame Seishin University

In Partial Fulfillment

of the Requirement for the Degree

Bachelor of Arts

by

Yuki Tanabe

2017

26

Contents

Abstract

Chapter 1: Definitions of Motivation and Second Language Motivation

1.1 Introduction1

1.2 What is motivation?1

1.2.1 Definitions of motivation1

1.2.2 Mechanism of motivation1

1.3 Aspects of Motivation2

1.3.1 Cycles of Motivation2

1.3.2 Intrinsic Motivation and Extrinsic Motivation2

1.3.3 Aspects of Motivation- Autonomy, Mastery, Purpose5

1.3.4 Six Types of Motivation5

1.4 Vocabulary size7

1.5 The relationship between vocabulary size and motivation7

1.6 Research Questions7

1.7 Conclusion8

Chapter 2: The Questionnaire

2.1 Introduction9

2.2 The questionnaire9

2.2.1 Introduction to the questionnaire9

2.2.2 Method9

1) Subjects9

2) Test design10

3) Procedure10

2.2.3 Results11

2.2.3.1 Vocabulary size data12

2.2.3.2 Questionnaire data14

2.3 Summary30

Chapter 3: Discussion

3.1 Introduction31

3.2 Summary of the results31

3.3 Research questions31

3.4 Implications34

3.5 Limitations of the Experiments34

3.6 Further research35

3.7 Conclusion35

References36

Appendix37

Abstract

As Japan has become an internationalized country, we have a lot of chances to use English. Accordingly, we also have and need chances to study English. There are various reasons to learn English, and our behavior is deeply connected to our motivation. Perhaps that motivation may be connected to our vocabulary size.

This thesis focused on relationship between motivation and vocabulary size. We examined that relationship through a questionnaire and vocabulary test.

In Chapter 1, we discussed the definition of motivation, aspects of motivation, vocabulary size and the relationship between vocabulary size and motivation. At the end of this chapter, we set two research questions. 1) Is there a relationship between vocabulary size and motivation? 2) What types of motivation do subjects have, intrinsic or extrinsic?

In Chapter 2, we saw the results from the questionnaire which was given to 39 subjects. We could categorize subjects 3 groups (high, middle and low) by results of vocabulary test, and looked at different features of their motivation.

In Chapter 3, we discussed the results of the questionnaire in detail. We found that not only their motivation but also Full, Practical and Training thought has a deep relationship to vocabulary size.

Chapter 1: Definitions of Motivation and Second Language Motivation

1.1 Introduction

In Japan, students learn English at school, as a very important subject today. English is an official language in many countries in the world, and a lot of subjects learn English. Our actions can be controlled by some reasons and we call this factor “motivation”. If learners have high motivation, they can learn English more effectively and achieve their goals. There is a strong connection between our behavior and our motivation. Our behavior changes depending on our motivation and our motivation changes for a variety of reasons.

In this thesis we’ll research the relationship between motivation and vocabulary size. In this section, we’ll look at the definition of motivation and vocabulary size and the relationship between them.

1.2 What is motivation?

1.2.1 Definitions of motivation

In this section we will examine the definitions of motivation by dictionaries. According to Merriam-Webster's Learner's Dictionary, motivation is “the act or process of giving someone a reason for doing something”. It is also a force or influence that causes someone to do something.

1.2.2 Mechanism of motivation

In this section we’ll look at mechanism of motivation. Carson (2006) says “When a person has a need or want, they will motivate themselves to perform certain functions or actions to satisfy that need or want. Needs and wants will differ from person to person, depending on individual interests, tastes and desires.”

1.3 Aspects of Motivation

This section will discuss cycles of motivation, two kinds of motivation, aspects of motivation and six types of motivation.

1.3.1 Cycles of Motivation

We start making reasons for going into actions, and these reasons will be energy to support our action. Then, we decide what actions we take and what goals we set. After that, we make a judgment whether we can get a good result, and we choose whether it repeats actions.

1.3.2 Intrinsic Motivation and Extrinsic Motivation

In this section, we’ll have a look at two kinds of motivation. We can divide motivation into intrinsic motivation and extrinsic motivation. When we feel motivated to do something, these motivations are related and can affect what we do.

“Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development. Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities” (“Motivation” Wikipedia, 2016).

Intrinsic motivation can help subjects to keep their strong desire. Subjects who want to be an interpreter study English because it is a good way to achieve their own goal. We can also categorize them into intrinsic motivation and integrative motivation. For example, when subjects travel to the United Kingdom, maybe they are interested in the country and study not only English but also the culture, religion and history. These desires are caused by integrative motivation. Then we can say they study English from the inside.

On the other hand, “in extrinsic motivation, the harder question to answer is where do people get the motivation to carry out and continue to push with persistence” (“Motivation” Wikipedia, 2016). Extrinsic motivation is driven by external factors such as parental pressure, social expectations, academic requirements, or other causes rewards and punishment. Subjects feel motivated from outside, for example some subjects study English just for passing the entrance exams, getting a good job or salary. Moreover, compared with intrinsic motivation, this is different from the learner’s interest. We cannot say that they have their own strong desire.

Table 1 shows the frame work of the second language motivation by William and Burden (1997). This table shows student’s motivation.

Table 1: Frame work of L2 motivation

Internal factors

External factors

Intrinsic interest of activity

· arousal of curiosity

· optimal degree of challenge

Perceived value of activity

· personal relevance

· anticipated value of outcomes

· intrinsic value attributed to the activity

Sense of agency

· locus of causality

· locus of control RE process and outcomes

· ability to set appropriate goals

Mastery

· feelings of competence

· awareness of developing skills and mastery in a chosen area

· self-efficacy

Self-concept

· realistic awareness of personal

· strengths and weaknesses in skills required

· personal definitions and judgments of success and failure

· self-worth concern learned helplessness

Attitudes language learning in general

· to the target language

· to the target language community and culture

Other affective states

· confidence

· anxiety, fear

Developmental age and stage

Gender

Significant others

· parents

· teachers

· peers

The nature of interaction with significant others

· mediated learning experiences

· the nature and amount of feedback

· rewards

· the nature and amount of appropriate praise

· punishments, sanctions

The learning environment

· comfort

· resources

· time of day, week, year

· size of class and school

· class and school ethos

The broader context

· wider family networks

· the local education system

· conflicting interests

· cultural norms

societal expectations and attitudes

1.3.3 Aspects of Motivation- Autonomy, Mastery, Purpose

Daniel Pink (2008) is an American career analyst. He says intrinsic motivation is more important than extrinsic motivation. In his opinion, intrinsic motivation is based on these three elements, autonomy, mastery, and purpose.

Many managers and company presidents think that rewards will be a source of motivation. Many subjects believe such logic that higher salaries produce greater motivation and if motivation goes up, they will do a better job. However, he maintains that this theory is wrong with scientific facts. In business, if-then rewards often destroy creativity. If-then rewards mean if we get a high score on a test, then we can get money. Moreover, the secret to high performance isn’t rewards and punishments, but unseen intrinsic drive. He thought it is important to consider the drive to do things for their own sake, and the drive to do things because they matter. We can apply his opinion to study language. It’s important to study language for our own sake not for other subjects.

1.3.4 Six Types of Motivation

Ichikawa (2001) is a psychologist. He says there are 6 types of learner’s motivation. He advocates a model of learning motivation which is composed of two factors. That model is the multiplication of the dimensions between "importance of learning content" and "utility of learning".

Importance of learning content

high

Full thought

Training thought

Practical thought

Relational thought

Self-respect thought

Reward thought

high

Utility of learning

Full thought. Learners feel learning in itself is interesting. The content of study is more important than the result.

Training thought. They study to train their intelligence. They are satisfied with getting a skill.

Practical thought. They study to use a knowledge that has been acquired by learning for work and their life.

Relational thought. They study under the influence of others. They are interested in subjects whom they study with rather than the content of study.

Self-respect thought. They study in order not to lose to others. They have a pride and strong competitive spirit.

Reward thought. They study because they want to get rewards. They are not very interested in the content of study.

We can find a conventional intrinsic motivation and extrinsic motivation from these 6 types. The conventional intrinsic motivation is full thought, and the conventional extrinsic motivation is reward thought.

1.4 Vocabulary size

It is said there is a high correlation between reading ability and vocabulary skill. The more unknown words there are, the harder we understand the content. However, expanding our vocabulary will increase reading comprehension. If reading comprehension increases, we will be able to read widely. To read widely connects with a rise of foreign language ability. Like this, vocabulary size is concerned with language ability closely. But how closely is it related to motivation?

1.5 The relationship between vocabulary size and motivation

Fontecha (2014) said that “as motivation has an effect on language learning, a logical assumption could therefore be made that motivation is likely to facilitate vocabulary learning”. However, until now the connection of motivation and vocabulary learning is hardly discussed.

1.6 Research Questions

As we saw above, we know what motivation is, what kinds of motivation are there and about vocabulary size.

There are several research questions for this thesis:

Research Question 1: Is there a relationship between vocabulary size and motivation?

Research Question 2: What types of motivation do subjects have, intrinsic or extrinsic?

1.7 Conclusion

Motivation is very important for us, and it is related to our behavior. Motivation is roughly divided into two types which are intrinsic motivation and extrinsic motivation. As Pink (2008) said, it is necessary that intrinsic motivation is based on autonomy, mastery and purpose. Moreover, intrinsic motivation has higher productivity than extrinsic motivation. This theory applies not only to business but also learning. In Chapter 2, we will find out why or when our motivation goes up or down. In Chapter 3, we discuss it.

Chapter 2: The Questionnaire

2.1 Introduction

In Chapter 1 we discussed motivation, aspects of motivation, vocabulary size and the relationship between vocabulary size and motivation. Our motivation is divided into intrinsic and extrinsic motivation. Our behavior is affected by our motivation, and it is believed that if subjects have high motivation, they will study English more effectively.

2.2 The questionnaire

2.2.1 Introduction to the questionnaire

In this chapter we will examine our motivation for studying English and attitude toward learning. Moreover, we will look at the age at which we started studying English and our English level. Is there a relationship between motivation and English vocabulary size? To discover this, the subjects took an online vocabulary test and a questionnaire with about 45 questions total.

2.2.2 Method

1) Subjects

The subjects were 39 university subjects, who live in Okayama. 3 subjects started studying English from elementary school in lower grades, and 20 of them started studying English from elementary school in higher grades. 16 subjects started studying from junior high school.

2) Test design

Vocabulary test

The test was taken online at VocabularySize.com. The subjects first chose their native language. There were 140 vocabulary questions in this test. They looked at the word and an example of the word in use and chose the meaning that most closely matched the word. If they had never seen the word before, select they did not know. They could not go back to change their answer. The subjects were asked to record their score.

Questionnaire

The first section focused on our age that we have started studying English and our English level used from the vocabulary test. The second section of the questionnaire focused on the reasons why the subjects study English and what kind of motivation the subjects had (intrinsic motivation or extrinsic motivation), and it had 22 questions. The third section was about ways of thinking when they work on something and about whether they know means to improve their English skills and there were 23 questions. The questionnaire is in the Appendix.

3) Procedure

Vocabulary test

We could use the vocabulary tests on online. It took about 10 to 15 minutes to take the test. So by testing just 140 words, we could roughly estimate how many unique word families were known, up to a maximum of 14,000 word families.

Questionnaire

The questionnaire had 3 sections. We made 46 closed questions and a question which is to answer at a score of language size. It was able to answer on the Internet and distributed to 39 students, and we collected all of them. To analyze the answers of all sections, we used a spreadsheet and we calculated the percentages.

2.2.3 Results

The purpose of this thesis was to know whether there is a relationship between motivation and vocabulary size. In this chapter, we will look at the data of the questionnaire in a lot of graphs. There will be discussed in Chapter 3.

In Section 1 we asked their background and their vocabulary size of English. Section 2 was about intrinsic motivation or extrinsic motivation. We asked them “why do you study English”, to find out about their motivation for studying English. Section 3 was about ways of thinking when they work on something.

2.2.3.1 Vocabulary size data

We interviewed about the age that subjects had begun to study English. There were five alternatives which were before kindergarten, from kindergarten, from elementary school in lower grades, from elementary school in higher grades and from junior high school.

Figure 1a: When did you start studying English?

No one answered an age which was before kindergarten and from kindergarten. Next, we split scores of vocabulary test into three classes to make three levels. A score under 5000 put subjects in the low class. Less than 7000 more than 5000 was the middle class, and over 7000 was the high class. This figure showed the relationship between the age subjects started studying English and the subject’s score.

Figure 1b: The subject’s score of language size

All subjects who have started studying English from elementary school in lower grades got language size score over 7000.

50% of the subjects who have started studying English from elementary school in higher grades got over 7000. 30% who have started studying from elementary school in higher grades got less than 7000 and more than 5000. 20% who have started studying from elementary school in higher grades got language size under 5000.

About 44% of them who have started studying English from junior high school got over 7000. About 44% who have started studying from junior high school also got less than 7000 more than 5000. 12.5% who have started studying from junior high school got a vocabulary size score under 5000.

2.2.3.2 Questionnaire data

Now we will look at the questionnaire data about the reasons why subjects study English and ways of thinking when they work on something.

Figure 2a: Why do you study English I?

Most subjects love English because they think it is useful but it’s not easy.

Figure 2b: Why do you study English II?

Most subjects think that studying English is cool, and they are interested in foreign languages and culture.

Figure 2c: Why do you study English III?

Most subjects hope to be international and to travel around the world by studying English. It seems the feeling to want to speak English fluently is the driving force for studying English.

Figure 2d: Why do you study English IV?

A lot of subjects want to understand western music or western film and make foreign friends, but in the majority of cases subjects don’t think they want to get married to a foreigner.

Figure 2e: Why do you study English V?

Most subjects study English to improve their English ability and widen their knowledge, however, they may not study English to grant their dream or desire.

Figure 2f: Why do you study English VI?

Their tendency to desire to get a good job and a good salary are similar, and they think they want to get a better job and salary.

Figure 2g: Why do you study English VII?

Most subjects are motivated by getting a high score on test and graduating school.

Figure 2h: Why do you study English VIII?

Some subjects study English because they are a member of the English department. On the contrary, most subjects don’t study English because their parents wish or other subjects will respect them more.

Figure 3: I think…

More than 70 percent of the subjects want to study not only things teachers teach me. About 40 percent of the subjects dislike the homework that is hard to do, but over 40 percent of the subjects like the homework because it’s easy to do.

Figure 4a: If I have difficult question… I.

Over 80 percent of the subjects try to solve difficult question by themselves as much as they can if they have that question. About 60 percent of the subjects ask teachers how to solve difficult question right now and like that because they feel happy when they can solve it if they have it.

Figure 4b: If I have difficult question… II.

Most subjects try many ways to solve difficult question if they have it. More than half spend more time on that question, but some subjects hate difficult question because it is difficult.

Figure 4c: If I have difficult question… III.

60 percent of the subjects don’t give up soon if they have difficulty. Whether they review regularly or not is not very clear.

Figure 5a: For effective English study…I.

The tendencies that subjects have self-management skills and planning abilities are similar.

Figure 5b: For effective English study…II.

Most subjects know their own pace for effective English study. More than half of them don’t seem to know the best way to study and how to use their time, environment and method smoothly.

Figure 5c: For effective English study…III.

A lot of subjects feel that imitating the way native speakers talk and making examples are effective methods. Writing new words many times to learn does not penetrate so much for effective English study.

Figure 5d: For effective English study…IV.

Over 60 percent of the subjects watch TV shows or movies or listen to the radio in English and read an English story or dialogue several times until they can understand it for effective English study. In comparison with these two ways, using idioms or other routines in English is fewer for subjects.

2.3 Summary

In this chapter we looked at the results of the questionnaire and examined the subject’s motivation, ways of thinking when how they work at something and about whether they know the way to improve their English skills. Most of them studied English by their own will, but some of them did not. Moreover, they made time to study at their own pace for effective English study. For example, they imitate the way native speaker talk and they ask a teacher or friend when things go wrong. Subjects use these strategies in each situation like this.

Chapter 3: Discussion

3.1 Introduction

In Chapter 1, we looked at the definitions of motivation, aspects of motivation and vocabulary size. In Chapter 2, we examined overall data and looked at why our motivation goes up or down and means to improve their English skills. Now, we will discuss the results from the questionnaire in this chapter.

3.2 Summary of the results

In this section we will talk about questionnaire results. The questionnaire was designed to find out that if there a relationship between vocabulary size and motivation and what types of motivation do subjects have, intrinsic or extrinsic?

3.3 Research questions

Research Question 1: Is there a relationship between vocabulary size and motivation?

We categorized our question into five types of motivation and their answer by their language size.

Full thought. “I study English because I love English”, “Because it is easy”, “Because it is useful”, “Because it is cool”, “Because I'm interested in foreign languages” and “Because I'm interested in foreign culture” were about this. Though some subjects of low and middle class answered I’m undecided, disagree and strongly disagree in the question “Because I love English”, “Because it is useful”, “Because it is cool” and “Because I'm interested in foreign culture”, all subjects of high class just answered agree and strongly agree in these questions.

Practical thought. “Because to be international”, “Because to travel around the world”, “Because to understand western music or western film”, “Because to grant my dream or desire”, “Because to widen my knowledge” and “Because to improve my English ability” were about this. In the question “Because to be international”, “Because to understand western music or western film” and “Because to widen my knowledge”, about 10% of subjects of high class answered I’m undecided, however, everyone but those answered agree and strongly agree. In addition, there is a notable result. In the question “Because to grant my dream or desire”, about only 10% of low and middle class answered agree and strongly agree, but 65% of high class answered agree and strongly agree.

Training thought. “Because to speak English fluently” and “Because to make foreign friends” were about this. About 26% of low and middle class answered I’m undecided, disagree and strongly disagree in the question “Because to speak English fluently”, but all subjects of high class answered agree and strongly agree in this question. In the question “Because to make foreign friends”, about 58% of low and middle class answered agree and strongly agree, and 75% of high class answered agree and strongly agree.

Reward thought. “Because to get married to a foreigner”, “Because to get a good job”, “Because to get a good salary”, “Because to get a high score in test” and “Because to graduate school” were about this. In the question “Because to get a good job”, “Because to get a good salary”, the number of subjects of high class who answered agree and strongly agree was almost the same as that of middle and low class who answered agree and strongly agree. Meanwhile, in the question “Because to graduate school”, about 68% of low and middle class answered agree and strongly agree, but 45% of high class answered agree and strongly agree.

Relational thought. “Because I'm a member of the English department”, “Because my parents wish” and “Because other subjects respect me more” were about this. In several questions, the number of subjects of the high class who answered agree and strongly agree was also almost the same as that of middle and low class who answered agree and strongly agree.

Research Question 2: What types of motivation do subjects have, intrinsic or extrinsic?

It was clear that subjects have motivation when they study English. Most subjects study English to travel around the world, to widen their knowledge, to get a good job and to communicate with other country’s subjects because they feel their English is not good enough.

However, we found that some reasons did not motivate them very much through this questionnaire. “Because it is easy”, “Because To get married to a foreigner”, “Because my parents wish” and “Because other subjects will respect me more” were about this. These reasons of questionnaire included both intrinsic and extrinsic motivation. Besides, these results that high motivation appeared also included both intrinsic and extrinsic motivation. For example, the responses “Because I love English” and “Because I'm interested in foreign culture” were caused by intrinsic motivation, on the other hand, “Because to get a good job” and “Because to get a high score in test” were caused by extrinsic motivation.

3.4 Implications

We have looked at the results of the questionnaire in Chapter 2 and discussed the results in this chapter. Motivation is an essential factor for learning, and motivation is influenced by a lot of things. Compared to subjects of low and middle class, subjects of high class have much more Full, Practical and Training thought than Reward and Relational thought. From this result, teachers should try to help students have these thoughts.

3.5 Limitations of the Experiments

There are some limitations with this experiment. Firstly, the subjects were only 19-22 year-old university students and 38 of the 39 subjects were women.

Secondly, because they had the choice of I’m undecided in the questionnaire, many subjects chose I’m undecided. In the question “Because to grant my dream or desire”, nearly half of subjects answered I’m undecided. We cannot know what they feel about I’m undecided.

3.6 Further research

If we have a chance to do further research, we would research two more things. First, we asked mostly female students, however, we would like to ask male and female students and compare both students for examining how males and females differ in their motivation and of different ages.

Second, in this thesis we focused on motivations in learning English, so we want to ask foreigners who study English as a second language.

3.7 Conclusion

In this thesis we examined the relationship between motivation and vocabulary size. We need to understand that there is the relationship between motivation and vocabulary size. According to data of questionnaire and six types of learner’s motivation, we found differences of motivation in Full, Practical and Training thought.

We saw that our behavior and ability is controlled by our motivation, when we learn English. If you have a lot of Relational and Reward thought, your language size and English ability may improve more and more by having Full, Practical and Training thought deliberately.

References

Vocabulary test

http://my.vocabularysize.com/select/test

Articles

Wikipedia, Motivation

https://en.wikipedia.org/wiki/Motivation

Accessed September 13, 2016

Wan M Hirwan Wan Hussain (n.d.), The mechanism of motivation http://www.streetdirectory.com/etoday/the-mechanism-of-motivation-uwufla.html

Accessed September 20, 2016

Fontecha, A.F. (2014), Receptive vocabulary knowledge and motivation in CLIL and EFL

http://www.unifg.it/sites/default/files/allegatiparagrafo/25-01-2016/fonteca_receptive_vocabulary_knowledge_and_motivation_in_clil.pdf

Accessed November 17, 2016

Carson, B. (2006), The Dynamics of Motivation

http://ezinearticles.com/?The-Dynamics-of-Motivation&id=263066

Accessed November 30, 2016

Appendix

Vocabulary test and Motivation questionnaire

Please circle.

1) When did you start studying English?

1. from junior high school

2. from elementary school in higher grades

3. from elementary school in lower grades

4. from kindergarten

5. before kindergarten

Please do this test.

http://my.vocabularysize.com/?_action=_change_lang&_lang=jpn

2) Please write your score.

1…Strongly agree

2… Agree

3… I'm undecided

4… Disagree

5… Strongly disagree

3) Why do you study English?

I love English.

1 2 3 4 5

It is easy.

1 2 3 4 5

It is useful.

1 2 3 4 5

It is cool.

1 2 3 4 5

I'm interested in foreign languages.

1 2 3 4 5

I'm interested in foreign culture.

1 2 3 4 5

To be international.

1 2 3 4 5

To travel around the world.

1 2 3 4 5

To speak English fluently.

1 2 3 4 5

To understand western music or western film.

1 2 3 4 5

To make foreign friends.

1 2 3 4 5

To get married to a foreigner.

1 2 3 4 5

To grant my dream or desire.

1 2 3 4 5

To widen my knowledge.

1 2 3 4 5

To improve my English ability.

1 2 3 4 5

To get a good job.

1 2 3 4 5

To get a good salary.

1 2 3 4 5

To get a high score in test.

1 2 3 4 5

To graduate school.

1 2 3 4 5

Because I'm a member of the English department.

1 2 3 4 5

Because my parents wish.

1 2 3 4 5

4) I think…

I want to study not only things teachers teach me.

1 2 3 4 5

I like the homework that is hard to do.

1 2 3 4 5

I like the homework that is easy to do.

1 2 3 4 5

5) If I have difficult question...

I try to solve it by myself as much as I can.

1 2 3 4 5

I ask teachers how to solve it right now.

1 2 3 4 5

I like that because I'm so happy when I can solve it.

1 2 3 4 5

I hate that because it is difficult.

1 2 3 4 5

I try many ways to solve it.

1 2 3 4 5

I spend more time on that question.

1 2 3 4 5

I give up soon.

1 2 3 4 5

I review regularly.

1 2 3 4 5

6) For effective English study...

I ask myself whether I have achieved my goals regularly.

1 2 3 4 5

I make schedule to achieve my goals.

1 2 3 4 5

I plan my goals for learning.

1 2 3 4 5

I make my time to study at my own pace.

1 2 3 4 5

I can use my time, environment and method to study smoothly.

1 2 3 4 5

I know the best way to study.

1 2 3 4 5

7) For improving my English skills...

I write new words many times to learn.

1 2 3 4 5

I make examples to help me study easily.

1 2 3 4 5

I imitate the way that native speakers talk.

1 2 3 4 5

I use idioms or other routines in English.

1 2 3 4 5

I watch TV shows or movies or listen to the radio in English.

1 2 3 4 5

I read a English story or dialogue several times until I can understand it.

1 2 3 4 5

When did you start studying English?

Low <5000before kindergartenfrom kindergartenfrom elementary school in lower gradesfrom elementary school in higher gradesfrom junior high school0032016

Low <5000Elementary lowElementary highJunior high042Medium 5001>7000Elementary lowElementary highJunior high067High > 7000Elementary lowElementary highJunior high3107

I love English.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree000.1025641025641030.589743589743589980.30769230769230799It is easy.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree7.69230769230769E-20.410256410256410020.358974358974358980.153846153846153990It is useful.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree000.1025641025641030.384615384615385030.512820512820513

It is cool.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree02.5641025641025599E-27.69230769230769E-20.410256410256410020.487179487179487I'm interested in foreign languages.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree07.69230769230769E-20.1025641025641030.384615384615385030.43589743589743601I'm interested in foreign culture.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree2.5641025641025599E-22.5641025641025599E-20.179487179487179990.333333333333332980.43589743589743601

To be international.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree05.1282051282051301E-20.179487179487179990.435897435897436010.33333333333333298To travel around the world.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree000.1025641025641030.435897435897436010.46153846153846201To speak English fluently.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree05.1282051282051301E-27.69230769230769E-20.410256410256410020.46153846153846201

To understand western music or western film.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1025641025641030.153846153846153990.589743589743589980.15384615384615399To make foreign friends.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.153846153846153990.179487179487179990.435897435897436010.230769230769231To get married to a foreigner.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree0.153846153846153990.358974358974358980.2564102564102560.205128205128205012.5641025641025599E-2

To grant my dream or desire.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree5.1282051282051301E-20.1025641025641030.461538461538462010.2564102564102560.128205128205128To widen my knowledge.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree05.1282051282051301E-20.153846153846153990.538461538461537990.256410256410256To improve my English ability.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree02.5641025641025599E-20.1282051282051280.410256410256410020.43589743589743601

To get a good job.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1025641025641030.282051282051281990.384615384615385030.230769230769231To get a good salary.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree5.1282051282051301E-20.1282051282051280.307692307692307990.307692307692307990.20512820512820501

To get a high score in test.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree05.1282051282051301E-20.205128205128205010.4871794871794870.256410256410256To graduate school.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree2.5641025641025599E-20.153846153846153990.2564102564102560.384615384615385030.17948717948717999

Because I'm a member of the English department.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree2.5641025641025599E-27.69230769230769E-20.307692307692307990.4871794871794870.102564102564103Because my parents wish.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree0.179487179487179990.307692307692307990.307692307692307990.205128205128205010Because other people will respect me more.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree0.2307692307692310.333333333333332980.2564102564102560.179487179487179990

I want to study not only things teachers teach me.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree05.2631578947368397E-20.210526315789474010.50.23684210526315799I like the homework that is hard to do.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.388888888888889010.305555555555556020.255.5555555555555497E-2I like the homework that is easy to do.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1282051282051280.435897435897436010.307692307692307990.128205128205128

I try to solve it by myself as much as I can.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree07.8947368421052599E-20.1052631578947370.50.31578947368421101I ask teachers how to solve it right now.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1578947368421050.236842105263157990.526315789473683967.8947368421052599E-2I like that because I'm so happy when I can solve it.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree07.8947368421052599E-20.289473684210525990.447368421052632030.18421052631578899

I hate that because it is difficult.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.270270270270270010.351351351351350980.324324324324324015.4054054054054099E-2I try many ways to solve it.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1578947368421050.1578947368421050.447368421052632030.23684210526315799I spend more time on that question.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.131578947368420990.342105263157895020.447368421052632037.8947368421052599E-2

I give up soon.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.583333333333333040.277777777777778010.138888888888889010I review regularly.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree08.1081081081081099E-20.513513513513514040.378378378378378012.7027027027027001E-2

I ask myself whether I have achieved my goals regularly.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.2307692307692310.2307692307692310.461538461538462017.69230769230769E-2I make schedule to achieve my goals.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1282051282051280.282051282051281990.410256410256410020.17948717948717999I plan my goals for learning.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1025641025641030.333333333333332980.384615384615385030.17948717948717999

I make my time to study at my own pace.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree05.1282051282051301E-20.2307692307692310.564102564102563990.15384615384615399I can use my time, environment and method to study smoothly.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree05.1282051282051301E-20.435897435897436010.410256410256410020.102564102564103I know the best way to study.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree2.5641025641025599E-20.307692307692307990.410256410256410020.2307692307692312.5641025641025599E-2

I write new words many times to learn.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.358974358974358980.153846153846153990.384615384615385030.102564102564103I make examples to help me study easily.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.179487179487179990.282051282051281990.4871794871794875.1282051282051301E-2I imitate the way that native speakers talk.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree07.69230769230769E-20.282051282051281990.4871794871794870.15384615384615399

I use idioms or other routines in English.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1282051282051280.358974358974358980.435897435897436017.69230769230769E-2I watch TV shows or movies or listen to the radio in English.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree2.5641025641025599E-20.1282051282051280.2307692307692310.384615384615385030.230769230769231I read a English story or dialogue several times until I can understand it.Strongly DisagreeDisagreeI'm undecidedAgreeStrongly agree00.1025641025641030.205128205128205010.538461538461537990.15384615384615399