無中文摘要

The purpose of this study is to investigate the current status of Foreign Language (FL) reading anxiety and Foreign Language (FL) learning motivation of English as Foreign Language (EFL) master program students, the differences of background variables in FL reading anxiety and FL learning motivation, and the relationship between FL reading anxiety and FL learning motivation. This study utilized Foreign Language Reading Anxiety Scale
(FLRAS) and Attitude and Motivation Test Battery (AMTB) for collecting data. The results showed that FL reading anxiety and FL learning motivation do exist among EFL master program students; also, there are significant differences of FL reading anxiety and FL learning motivation with its sub-dimensions of pure motivation, attitude toward learning English, and motivation intensity included between different gender. It’s found that there are significant differences of FL learning motivation along with desire to learn foreign language
between different types of universities as well. The results also showed significant relationships of FL reading anxiety and FL learning motivation with pure motivation, attitude toward learning foreign language, desire to learn foreign language, and motivational intensity included among participants speaking different native language. Furthermore, negatively significant relationships between FL anxiety and FL learning motivation were found in this study. The findings can help educators value the existence of relationships between FL reading anxiety and FL learning motivation to think of methods for deducting FL reading anxiety to enhance FL learning motivation so that performance of learning foreign language could be expected to ameliorate.

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