1. 3.Methodology ItemContent SchoolKaohsiung Municipal Hsiao-Kang Senior High school (HKHS) GradeAll second-grade Age17.39 Numbers211 Gender134(Female)+77(Male)=211 PeriodTwo classes(100 mins)/one week (1-1.5years) Instruments  English Listening Comprehension Practice Survey (ELCPS) -contained 7 items( 共 7 題 )  English Listening Comprehension Motivation Scale (ELCMS) -contained 24 items( 共 24 題 )

2. 3.1 Methodology- procedure According to the total score on the ELCPS and ELCMS, we divided Ss into different groups. Motivation/ Achievement ELC Motivation Scale ELC Practice Survey 1.LSG ( 補習班組 ) Language-school practice Group 2.SPG ( 自學組 ) Self-Practice Group 3.NPG ( 不讀冊組 ) No-Practice Group 1.HMG ( 高動機組 ) Higher Motivation Group 2.LMG ( 低動機組 ) Lower Motivation Group

3. 3.2 Methodology- procedure According to the total score on the ELCMS ( English Listening Comprehension Motivation Scale ) was used to group students: Higher Motivation Group vs Lower Motivation Group HMG LMG Scores: 83-107 Higher motivation Group N=102 ► The 24 item were rated on a 5-point scale with five possible responses from strong agreement to strong disagreement. ► Among the 205sets of data ► the highest score was 107 ► the lowest score was 50 ► the median( 中位數 ) was 83 Scores:50-83 Lower motivation Group N=103 ► This ELCMS were adapted based on Chang’s intrinsic Motivation Orientation Scale(2001) and developed especially for this present study by the researcher. ► The advisor also checked and modified the questionnaire. Motivation

4. 3.3 Methodology- procedure  ANOVA : To compare with mean differences in motivation scores obtained by the subjects in the three practice groups, we used a one-way analysis of variance(ANOVA). (Three practice groups:1.LSG 2.SPG 3.NPG )  T-test: A T-test would be used to check if there was any significant difference in the scores on ELC tests obtained by the subjects in the two groups. (Two motivation groups: 1. HMG 2. LMG)  The probability level of significance: was set at 0.05 throughout the study.

5. 4.Results and Discussion  Both descriptive statistics and analyses of means and variances are used to analyze data.  The use of the Media for the subjects’ Practicing ELC : * Do you see the problem? Media Group *Radio ComputerTVTape/CDTotal Freq.% % % % % HMG (102 人 ) 15 人 40.6%4 10.8 % 38.1%25.4%24 64.9 % LMG (103 人 ) 5人5人 13.5%25.4%38.1%3 13 35.1 % Total 20 人 54.1%6 16.2 % 6 5 13.5 % 37100%

6. 4.1 Results and Discussion  The Distribution of the time spent by the subjects practicing listening comprehension: Time Group *None 1-2 hrs2-3 hrs3-4 hrsOver 4 hrsTotal Freq.% % % % % % HMG 31(1)15.6%3517%2210.8%125.9%10.5%10249.8% LMG 55(1)27.3%3014.6%125.9%52.4%00%10350.2% Total 8842.9%6531.6%3416.7%178.3%10.5%205100%

7. 4.2 Results and Discussion  The distribution of the Two Group’s opinions on the importance of ELC: Impo. Group *Very Impo. Impo.NeutralUnimpo. Very Unimpo Total Freq.% % % % % % HMG 59 28.8% 39 19.0% 4 2% 0 0% 0 102 49.8% LMG 35 17.1% 50 24.4% 16 7.8% 0 0% 2 0.9% 103 50.2% Total 94 45.9% 89 43.4% 20 9.8% 0 0% 2 0.9% 205 100%

8. 4.3 Results and Discussion RQ1 : Do EFL students with higher motivation perform significantly better in EFL achievement than those with lower motivation? Ans: Yes!!! Because p(0.000) ＜ 0.01,it stated that HMG would score significantly higher than lower on the ELC test.

9. 4.4 Results and Discussion RQ2: Are there significant differences in Motivation among groups of Ss using different listening practice ways? Ans: Yes!!!

10. 4.5 Results and Discussion RQ3: Are there significant differences in ELC achievement scores among groups of Ss using different listening practice ways? Ans: Yes!!!

11. 4.6 Results and Discussion RQ4: Is there any correlation between levels of motivation and time spent in practicing ESL? Ans: Yes!!!!

12. 5. Conclusions  The major findings of the study are summarized as follows: 1.Subjects who had higher motivation(HMG) performed significantly better in the EL tests than those with lower motivation. 2.The subjects in the LSG had higher perceptions of motivation than those in the SPG and NPG. 3.The LSG and SPG significantly outperformed the NPG in the ELC tests. 4.Significant differences in the motivation scores and in ELC achievement scores were not reflected between the LSG and SPG.

13. 5.1 Conclusions 5. Based on Carrol(l962), time devoted to learning is an index of motivation. Similarly, the result of this study showed that the HMG Ss spent significantly more time practicing ELC than the LMG Ss. 6. Ss with favorable attitudes and high motivation can more easily achieve success. Therefore, it could be inferred that the HMG had more positive attitudes toward ELC learning, and in fact, they also had better achievement in ELC than the LMG ones.

14. 6. Suggestions 1.The future studies are suggested to adopt multiple methods, such as interview, observation and record, survey or diary, to obtain more detailed, abundant and explicit information. 2.It is worth investigating the subject population of a broader range or different groups of ELC learners. 3.It is also meaningful and valuable to investigate the relationship between the constructs of motivation and teacher’s teaching and attitudes, group dynamics, classroom atmosphere and Ss’ family support.

15. Personal Sharing Optimism is empowering – it gives you control over your emotions. Pessimism weakens your will and allows your moods to control your actions. Optimism gives you positive motivation and it will give you power to overcome the problems. Have positive faith in the future and keep working toward your goals even when the odds seem stacked against you. We believed that if the door remained closed now, it would open to another opportunity one day.

16. Julia production. Catch your attention! Julia production