此論文之主要目的是檢視學習意圖對於學生動機歷程的影響，研究重點為學生的自律能力(self-regulatory capacity)。本研究預期建立一能測量學生學習意圖的量表，學習意圖可分成目標意圖和行動意圖兩大類，並依此量表研究學生學習意圖在英語學習中和自律能力的關係。
本研究初步先行建立學習意圖量表之題庫，並邀請一百一十六位高二學生參與預試。主成分分析和信度分析顯示學習意圖共可分為六個面向。在主要研究的問卷中，包含了修正過的英語學習意圖量表和英語學習自律能力量表，研究對象為四百一十二位高一及高二的學生。
研究結果顯示修正後學習意圖量表具有相當的穩定性，多元迴歸分析法印證了學習意圖可正向地預測學生英語學習自律能力，尤以行動意圖為甚。其中互動取向是本研究的新發現，印證了和外國人的互動的機會可對學生自我學習調整有顯著的影響。
本研究期望能幫助英語教師釐清目標的建立和關鍵情境(situational cues)的重要性，並且利用機會幫助學生主控其學習表現，最終能達成精熟的目的。

Researchers have long been interested in what motivates learners to transform thoughts into actions. The intention to learn tends to prevail over other competing motivational variables (Achtziger & Gollwitzer, 2008). Dörnyei and Ottó (1998) were among the first L2 researchers who placed intentions as critical variables in the motivational activities in the Process Model of L2 Motivation. The model offered detailed description of L2 motivational process, but an explanation on the decisive factor to act still remained unsatisfactory. Consequently, the current research intends to borrow Gollwitzer’s (1999) implementation intentions because the construct is believed to complement goal intentions in that it specifies in advance when, where, and how one’s intentions are guided through the process. Furthermore, following the process model, Self-Regulatory Capacity (SRC) stands out for its facilitative nature to help learners adapt and sustain in pursuit of the goal. The current study is designed to distinguish goal intentions and implementation intentions and to measure L2 learning intentions and the effect on the motivational process based on a standard psychometric procedure.
Items for measuring goal intentions and implementation intentions in English learning were first developed, and 116 second-year high school students participated in the pilot study. Principal Component Analysis was adopted to explore the underlying traits of the two learning intentions. The result of the pilot study showed that two components for goal intentions and four components for implementation intentions were properly extracted. The questionnaire in the formal study included the revised intentional scales and the Self-Regulatory Capacity in Language Learning Scale constructed by Liu (2008). A total of 412 first-year and second-year high school students were recruited in the formal study. Multiple regression and correlation analysis were operated to investigate the predictability of L2 intentions in self-regulatory capacity and the relationships among the variables.
The findings suggest that while goal intentions and implementation intentions show an interaction effect with self-regulation, the decisive factor of implementation intentions commands an individual’s self-regulatory capacity. Interactive orientation, the new dimension extracted to highlight the interaction with people from the target language community, holds predictive power over one’s SRC. In addition, implementation intentions can function when based upon goal intentions, which confirmed the result of the previous studies.
With the development of the intentional scales and the findings of the multiple regression analysis, it is hoped that EFL teachers can have a clearer view on how to aid the learners to empower their learning performance with goal setting furnished with situational cues.

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