A Study on Japanese Learners' Learning Motivation and Effect of E-Learning - A Case Study of the Adult Learners in the Kaohsiung and Pingtung Areas of Taiwan

[[abstract]]本研究主要探討日語學習者之學習動機以及線上學習日語之學習成效，研究對象以台灣高屏地區之成人為主要對象，研究對象之基本資料包含性別、年齡、教育程度、職業、使用電腦經驗、使用網路經驗。選擇之教育機構包含空中大學、社區學園以及公私立日語教育組織。本研究之研究方法採用調查研究法，研究設計分成兩大部分，第一部份包含兩大構面：日語學習動機及日語能力自我評價，以了解台灣高屏地區之成人利用工作之餘，學習日語的主要學習動機以及日語能力自我評價的因素進行探討，第一部分之有效問卷回收數共174份，研究工具則採用SPSS 22版，做為資料分析之工具。第二部分針對線上日語學習之成效進行調查研究，問卷設計主要包含下列六大構面：(1)個人因素(電腦焦慮、電腦自我效能) ；(2)科技因素(科技接受模式-知覺有用性、知覺易用性) ；(3)互動策略；(4)課程內容；(5)學習滿意度；(6)學習成效，以了解影響研究對象線上日語學習成效之主要關鍵因素探討。第二部分採用結構方程模式進行研究模式及假說推導檢測，有效問卷回收數共100份，研究工具採用SmartPLS 3 2 3版，做為資料分析之工具。本研究之研究目的為：(1)探討台灣高屏地區之成人，學習日語之學習動機。(2)探討線上學習日語對於台灣高屏地區之成人的學習成效分析。(3)提供台灣日語教育單位一個指標性之參考依據。 研究結果發現，研究對象學習日語動機，偏向了解日本文化素養及娛樂性質之學習動機居多。其次，針對日語能力自我評價方面，研究對象對增強實務性之能力表達較強之期望。線上語言學習方面，除了電腦焦慮及電腦自我效能對於學習滿意度未造成實質影響之外，知覺有用性、知覺易用性以及課程內容均正向影響學習滿意度，而學習滿意度與互動策略均正向影響學習成效。未來研究方面，建議可進行延伸研究：(1)相同議題針對年輕學生族群與成人族群兩群體進行比較分析 (2)可針對中部及北部或東部相同研究對象進行調查，了解北、中、南、東部之間是否有所差異，進行比較分析。(3)針對線上語言學習成效方面，可針對教師立場，進行進一步的深入分析探討。[[abstract]]This study focused on the Japanese learner’ motivation and learning effectiveness of online learning The Japanese adult learners living in the Kaohsiung and Pingtung Areas of Taiwan are the major subjects The demographics of samples contain gender age education occupation experience in using computers and the internet The selected educational institutions contain open university community and public and private Japanese academy educational organizations This research uses survey research methodology research design is divided into two parts the first part comprises two facets: Japanese Language Proficiency motivation and self-evaluation in order to understand the Adults use of his spare time in the Kaohsiung and Pingtung Areas of Taiwan the main motivation to learn Japanese and Japanese-Language Proficiency self-evaluation factors were discussed the first valid questionnaires recovered part of a total number of 174 copies of the research tools using SPSS version 22 as a tool of data analysis The second part of the effectiveness of online learning Japanese for research questionnaire design mainly includes the following six dimensions: (1) personal factors (computer anxiety computer self-efficacy); (2) technological factors (Technology Acceptance Model - perceived usefulness discuss the main key factors (6) the effectiveness of learning to understand the impact of the study of the effectiveness of online learning Japanese; sex perceived ease of use); (3) interaction strategy; (4) the course content; (5) learning satisfaction The second part of the structural equation model of research models and hypotheses derived detection the number of valid questionnaires recovered a total of 100 parts the use of research tools SmartPLS Version 3 2 3 as a tool of data analysis The purpose of this research study: (1) investigate the motivation to learn the Japanese of the Adult Learners in the Kaohsiung and Pingtung Areas of Taiwan (2) investigate the effectiveness of online learning Japanese in the Kaohsiung and Pingtung Areas of Taiwan for the Adult learners analysis (3) to provide Taiwan with Japanese educational institutions as an indicator of the reference Study found that subjects motivation to learn Japanese Japanese tend to understand the motivation of the majority of literacy and entertainment properties Secondly self-evaluation the study of the ability to enhance the substantive expression of strong expectations for Japanese ability Online language learning in addition to computer anxiety and computer self-efficacy for learning satisfaction did not cause substantial impact on the rest of the facets have a positive impact learning Future research recommendations can be extended study: (1) the same subject for the young student population and community groups divided into two groups were compared (2) may carry out investigations for the central and northern part of the same study understand the northern central south of is there a difference between the comparative analysis (3) the effectiveness of learning respect for language online can stand for teachers for further in-depth analysis to explor