Search

5-year junior college students have higher learning motivation than high school students. How learning motivation affects English learning outcome is the concern of many 5-year junior college English teachers. Storytelling ability plays an important role in English learning. This study aimed to the influence of storytelling ability on English learning from a cognitive perspective. It is found that time, knowledge and attitude are three important factors in cultivating storytelling ability. In the process of English learning, the language produced is carrying knowledge, and knowledge will accumulate gradually with time, while good attitudes will emerge, which will improve English learning outcome. It is suggested that future research can be based on the results of this study to carry out empirical research to examine the model of this study, {"references":["] Albahri, M. A., Yang, P. &Moustakim, M. (2018). Saudi Arabian Tertiary Teachers' and Learners' Attitude towards the Communicative Language Teaching (CLT).International Journal of Information and Education Technology, 8(4).","Augustine (1912). Confessions, Volume II: Books 9-13 [DS Reader version]. Retrieved from https://www.loebclassics.com/view/LCL027/1912/volume.xml","] Bloom, B. S. (1985).Developing Talent in Young People. New York: Ballantine Books","COŞKUN, A. (2016). Benefits of Out-of-class Speaking Activities for EFL Students.UluslararasıTürkçeEdebiyatKültürEğitimDergisi, 5(3), 1448-1464.","Deci, E. L., & Ryan, R. M. (1985).Intrinsic motivation and self-determination in human behavior. New York: Plenum.","] Han, Y., & Hyland, F. (2015).Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44","] Huang, Y. Y., Liu, C. C., Wang, Y., Tsai, C. C. & Lin H. M. (2017). Student engagement in long-term collaborative EFL storytelling activities: An analysis of learners with English proficiency differences. Educational Technology & Society, 20(3), 95-109","Hubbard, P. (1983). A training Course for TEFL. Oxford: Oxford University Press"]}

Students in junior colleges in Taiwan seem to have lower achievement in English, comparing with those in junior high schools and universities, but they’d like to put more efforts on it as long as they are motivated. The purpose of the study was to ascertain self-determination motivators towards the learning outcome mediating by learning engagement and secondarily to test the hypothesis that, from evaluation of English learning outcome, sled-determination motivators are mediated by learning engagement by the students. About 339 completed questionnaires were received from a junior college in Eastern Taiwan in the 2015 academic year. The Motivation Scale–College Version (AMC-C28) and the Student Course Engagement Questionnaire (SCEQ) are the research instruments as well as students’ academic records. The results showed that self-determination motivators have a significant indirect influence on learning outcome by learning engagement, while only attitude indicator has a significant indirect influence. The conclusion is that selfdetermination, intrinsic motivation and extrinsic motivation causes English learning outcome and the effect is mediated by learning engagement and attitude engagement. The suggestions are that students can change their attitudes toward English learning for better performance and teachers can help student focus on what their favorite ways to learn English., {"references":["Hayes, A. F. (2015). An index and test of linear moderated mediation. Multivariate Behavioral Research, 50, 1-22.","Ausubel, D. P. (1978). Educational psychology: A cognitive view (2nd). New York, NY: Holt, Rinehart and Winston","Chang, K. P., Yuan, Y. H., Lin, Q. N. & Li, B. L. (2013). Shrinking the gap between school performances and working achievement: to develop Students' English for Specific Purposes Abilities. Taiwan Educational Review Monthly, 2(12),137-143.","Chang, W. C. (2014). The effect of the test-question preview worksheets on promoting junior high school students' English learning motivation and English achievement in a test-oriented learning context (Unpublished Master's thesis). National Chengchi University, Taipei City","Dale. E. (1946). Audio-visual methods in teaching. New York: Dryden Press","Dale, E. (1969). Audiovisual methods in teaching (3rd). New York, NY: Dryden Press","deBilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21, 332-344"]}