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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Sumalee Chinokul | - |
| dc.contributor.author | Shasha Zhao | - |
| dc.date.accessioned | 2025-10-01T02:19:08Z | - |
| dc.date.available | 2025-10-01T02:19:08Z | - |
| dc.date.issued | 2023 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/2907 | - |
| dc.description | Thesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University. Library | en_US |
| dc.subject | English language -- Study and teaching -- China | en_US |
| dc.subject | Motivation in education | en_US |
| dc.subject | English language -- study and teaching -- Foreign speakers | en_US |
| dc.title | Investigating L2 motivation self system and autonomous English learning ability of senior high school EFL Chinese students | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This research explored the relationship between Chinese high school students' second language motivation self-system (L2MSS) and autonomous English learning ability. This study employed the form of non-experimental correlational study. The researcher collected quantitative data from 134 students and conducted semi-structured interviews with six students to obtain qualitative data to supplement the results of the quantitative data. These data were analyzed quantitatively and qualitatively using descriptive analysis, Pearson correlation and thematic analysis methods. The results of the study revealed that, first of all, in terms of L2MSS levels, high school students' overall L2MSS was in the medium level (M=3.532). Secondly, in terms of the level of autonomous English learning ability of high school students, the overall autonomous learning ability was moderate (M=3.186). Thirdly, the L2MSS levels and autonomous English learning ability levels of EFL Chinese senior high school studying in Liberal arts and Science program were significantly different. Science students' L2MSS and autonomous English learning ability levels were higher than those of Liberal Arts students. Finally, the Pearson correlation test showed that L2MSS was moderately positively related to autonomous English learning ability among high school students. The qualitative findings based on the semi-structured interviews provided more evidence to support the quantitative data for the connection of the L2MSS and autonomous English learning ability. Finally, this thesis suggests further research on the relationship between L2MSS and autonomous English learning ability, as well as providing some theoretical implications for English language teaching. | en_US |
| dc.description.degree-name | Master of Education | en_US |
| dc.description.degree-level | Master's Degree | en_US |
| dc.contributor.degree-discipline | Bilingual Education and English Language Teaching | en_US |
| Appears in Collections: | EDU-Bil-M-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| SHASHA ZHAO.pdf | 1.02 MB | Adobe PDF | View/Open |
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