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y of the data collected. In addition, this approach helped to ensure that the responses provided by the students were accurate and representative of their opinions, rather than being an arbitrary selection of answers. 

Chapter 5 Conclusion

5.1 Major Findings

The major findings of this study are presented generally as follows.

To begin with, the results of data analysis which focus on the organization of detailed descriptive statistics strongly support the view that DMCs are a real phenomenon that can be recognizable, and also exists to a certain degree among junior middle school students. Identifying the existence of DMCs was confirmed by three questions. Most of the respondents are aware of this strong motivation and have even experienced it during their English learning process. Thus, after receiving responses from 227 junior middle school students, these findings strongly support the notion that DMCs are not a distinctive thing experienced by fortunate few students, but rather an identifiable phenomenon in junior middle school. In conclusion, DMCs are an identifiable motivational phenomenon among junior middle school students

Moreover, in order to explore the correlation between DMCs and the three dimensions of ELB, Pearson correlation analysis was conducted. It was easy to find that both the overall ELB and the three dimensions of ELB were significantly positively correlated with DMCs. And then linear regression analysis was used to explore the influence of DMCs on the overall ELB. The test showed that the R square was 0.412, which meant that the DMCs in this study can explain 41.2% of the variation in ELB. In addition, the regression coefficient value of DMCs was 0.551 (t=12.565, p=0.000<0.05), which demonstrated that DMCs had a significant positive impact on ELB. What’s more, in order to explain the aspects of influence in detail, the author made a specific analysis based on the semi-structured interview.

reference(omitted)

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