隨著全球化的興起，能講述多種語言的能力已變得越來越重要。對於英語來說更是如此，因為它已被提升成一種能在世界各地廣泛使用的通用語。也因此，全球許多學校已經開始採用雙語教育來幫助學生在國際舞台上保持競爭力。台灣也不例外，有許多私立學校自 2000 年代初以來，就開始引入為期 9 年的雙語課程。近年來，台灣政府也採用了一項大膽的計劃，要在2030年將台灣轉變成一個完全雙語的國家，這也再次呼應了精熟語言的重要性。
儘管外界對於第二語言學習的推動，但成功的語言發展的關鍵仍然在於學生自己學習第二語言的動機。過去的研究檢視了台灣本地學生學習第二語言的動機，發現他們主要受到外部動機的影響。這項研究的特殊之處在於，它利用動機自我理論對非雙語班學生和雙語班學生的學習動機進行交叉檢驗。本研究將檢驗台灣的雙語教育課程是否在促進學生對第二語言的內在興趣和終身學習第二語言的前景上有所助益，並對此提供見解。透過了解有哪些動機變量可以預測學生對第二語言的學習參與度，使教育工作者得以對雙語教育的潛力有更清晰的理解。
在這項研究裡，所有的參與者皆就讀於位在台灣台北的一所學校。2020年春季學期，作者向247名台灣五年級學生發放格式為李克特量表的問卷。在收集和分析量化數據後，作者回到該學術單位，以訪談形式收集質化資料。有十名參與者被隨機選取來參加面試。
該研究成果顯示，非雙語班的學生在課堂學習上，有理想我(ideal self)與必須我(ought-to self)兩種形式的動機來維持他們的課堂參與；而雙語班的學生在課堂學習上，只有理想我(ideal-self)動機在支持，他們的必須我(ought-to self)動機被發現與他們課堂參與無關。在回歸分析中還發現，理想我(ideal self)與必須我(ought-to self)的這兩種動機都可以用來預測非雙語班學生的課堂參與。然而對雙語班的學生來說，只有當動機來自理想我(ideal self)時才有辦法預測第二語言的學習參與度，當動機是必須我(ought-to self)時則無法預測。
這份結果說明，雙語班的學生並不會因為外界壓力而學英文，他們學習是因為他們本身就對此有興趣。總結來說，本研究支持使用的雙語沈浸式的教育軌道來促進學生對第二語言的終身學習願景。此外，老師應該要使用策略去增加所有學生在課堂之外的語言接觸，像是把學生與國際學伴連結起來，透過這種方式可以促進與鼓勵學生使用他們的第二語言，也許可以激發他們更想為了自己去學習這個語言。

With the rise in globalization, the ability to speak multiple languages has become increasingly important. This is especially true for the English language, as it has been elevated to a lingua franca used widely around the world. Consequently, many schools around the globe have begun adopting bilingual education to help students stay competitive on the international stage. Taiwan is no exception, as many schools in the private sector have started introducing 9-year bilingual programs since the early 2000s. In recent years, the Taiwanese government also introduced a bold plan to transform Taiwan into a fully bilingual nation by 2030, once again echoing the importance of mastering language. 
Despite the outside push for second language learning, the key to successful language development still lies within students’ own motivation to learn L2. Past studies have examined local Taiwanese students’ motivation for learning L2, and found them to be mostly influenced by external motivation. This study is unique as it utilized the Theory of Motivational Selves to cross-examine the motivation of students in non-immersion classrooms with those enrolled in bilingual classrooms. This study will examine and provide insights on whether bilingual educational tracks in Taiwan are useful in facilitating students’ internal interests and lifelong learning prospects for L2. By understanding which motivational variables predict L2 engagement among the students, educators will have a clearer grasp of the potential of bilingual education. 
In this study, all participants were enrolled in the same academy in Taipei, Taiwan. In the spring semester of 2020, the author distributed questionnaires under the Likert scale format for 247 Taiwanese 5th graders to complete. After collecting and analyzing the quantitative data, the author returned to the academy to collect qualitative data, in interview format. Ten participants were randomly selected for the interview section.
The result of the findings revealed that while the non-immersion students have both the ideal-self and ought-to self forms of motivation sustaining their in-class engagement, immersion class students were only supported by their ideal-self motivation, and their ought-to motivation was found to be unrelated to their in-class engagement. It was also found in the regression analysis that both ideal and ought to self forms of motivation can be used to predict in-class engagement for non-immersion students. As for the immersion students, only the ideal self-motivation can predict L2 engagement, while ought-to self-motivation cannot. 
The findings suggest immersion students do not learn English due to external pressure but instead learn because they are innately interested. In conclusion, this study supports utilizing bilingual, immersion educational tracks for promoting students’ lifelong learning prospects for L2. Furthermore, teachers should utilize strategies to increase students’ language exposure outside of the classroom for all students, such as connecting students with international peers, as this kind of practice promotes and encourages students to use their second language, perhaps inspiring them to want to learn more of that language for their own sake as well.

CHAPTER ONE  1
INTRODUCTION  1
1.1 Background of the Study  1
1.2 Purpose of the Study  4
1.3 Significance of the Study  6
1.4 Research Questions  7
CHAPTER TWO  8
LITERATURE REVIEW  8
2.1 Gardner’s Socio Educational Model  8
2.2 Deci and Ryan’s Self Determination Theory  13
2.3 Dörnyei’s L2 Motivational Self System  15
2.4 Learning Engagement	 19
2.5 Immersion Bilingual Programs  22
2.6 Immersion Bilingual Programs in Taiwan  23
CHAPTER THREE  27
METHODOLOGY  27
3.1 Participants Background  27
3.2 Instrumentation  31
3.3 Quantitative Instrumentation  32
3.4 Qualitative Instrumentation  36
3.4.1 The ideal self interview questions  36
3.4.2 The ought self interview questions  37
3.4.3 The classroom learning experience interview questions  38
3.5 Data Collection Procedure  39
3.5.1 Quantitative Data Collection Procedure  39
3.5.2 Qualitative Data Collection Procedure  41
3.6 Data Analysis  42
CHAPTER FOUR  43
RESULTS	 43
4.1 Quantitative Results  43
4.2 Qualitative Results  52
CHAPTER FIVE  65
DISCUSSION  65
5.1 Quantitative Analysis Discussion  65
5.2 Qualitative Analysis Discussion  78
CHAPTER SIX  89
CONCLUSION  89
6.1 Conclusions of Major Findings  89
6.2 Pedagogy Implications  92
6.3 Limitation of the present study  94
6.4 Suggestions for Future Studies  94
REFERENCES  96
APPENDIXS  105

LIST OF FIGURES 

Figure 2.1 Socio-Educational Model of Second Language Acquisition (Gardner, 2001)..	10
Figure 2.2 The Behavioral, Emotional, and Cognitive Dimensions of Student Engagement (Fredrick, Blumenfeld & Paris, 2004).	20
Figure 4.1 Regression summary for ISF predicting SEQ for immersion and non-immersion classes	50
Figure 4.2 Regression summary for OSF predicting SEQ for immersion and non-immersion classes	51
Figure 4.3 Regression summary for CEP predicting SEQ for immersion and non-immersion classes	52


 
LIST OF TABLES

Table 3.1 Information of student background	28
Table 3.2 Original SEQ and modified SEQ comparison	35
Table 4.1 Item analysis, Mean and SD	43
Table 4.2 T-test summary by immersion and non-immersion classes	47
Table 4.3 Correlation among ISF, OSF, CEP and SEQ by immersion and non-immersion classes	48

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