我也沒讀大學 哈哈

我也沒讀大學 哈哈

結果 (英文) 1:

I didn't go to university haha

結果 (英文) 2:

is defined as encouraging students' satisfaction via positive functioning, and psychological
I physical well-being. Consequently, students experience higher- quality n
which signiicantly improves their classroom engagement and, subsequently, enhances their
motivation in leaming. As a result, students gain higher academic achievement (Ryan &
17). Reeve (2016) contended that students who receive autonomy support from
teachers experience higher-quality motivation and perform better in the classrooms. To
, their needs is being satisfied which helps enhance their autonomous mot
ragement in the classrooms. In addition, they learn better and seek for optica
rather than easy tasks. As a result, they have better psychological and physical well-being,
and manifest higher academic achievement (Jang, Kim & Reeve, 2016; Jang, Reeve &
Halusic, 2010).
Although the benefits of autonomy support are outstanding, there are not many
empirical and experimental studies on students' motivation in language learning (Cheng &
Domyei, 2007). The number is even less from the perspective of Self-Determination Theory.
Only one study by Kaur, Hashim and Noman (2015) was found as an experimental study of
providing autonomy support in the English language classroom. Therefore, there is a need for
conducting experimental studies on autonomy-supportive teaching and students' motivation
in English language classrooms.
Regarding the significance of autonomy support, the current study translates this
principle into the English language classroom by developing a new model called Autonomy-
Supportive English Language Instruction, which integrates six autonomy-supportive
instructional behaviors described by Reeve (2016) into English language instruction during
lessons, including incorporating the students' perspective, vitalizing inner motivational
resources, providing explanatory rationales, acknowledging and accepting negative
affectivity, relying on informational, non-pressuring language, and displaying patience. This
study aims at exploring the effects of Autonomy-Supportive English Language Instruction on
students' motivation in English language classrooms and aimed at investigating students'
opinions toward Autonomy-Supportive English Language Instruction.

結果 (英文) 3:

I didn't go to college, ha ha