近幾十年來，英語補習（EPT）的普及性在世界各地引起了學術界的注意。然而，關於學生補習英語的動機，卻鮮少有研究專門探討。本研究旨在對以英語為外語的(EFL)中小學生進行補習英語的內外在動機探究。此研究針對十二名年齡介於八至十七歲的英語補習者，從內在和外在動機兩個方面進行調查。本研究運用個案研究方法，進行了為期三個月的個別訪談和焦點小組訪談。
研究結果顯示，小學生補習英文主要的內在動機為個人興趣。而外在動機包括家長的堅持、同儕的壓力、英檢需求、多元的課程以及與補教師的良好關係。中學生的內在動機主要來自於個人成長和興趣，而外在動機則來自於父母的期望、學校的競爭、相信補習有效、能幫助提升學校成績的課程及補教師。

The widespread popularity of English private tutoring (EPT) throughout the world has garnered attention in research for several decades. Despite this, few studies have specifically focused on students’ motivations for learning English in the context of EPT. To address this gap, the present study examined the intrinsic and extrinsic motivations of twelve Taiwanese EFL students aged eight to seventeen who were enrolled in EPT courses. The study employed a case study approach and involved semi-structured individual and focus group interviews conducted over a three-month period.
The findings revealed that elementary school students were intrinsically motivated to engage in EPT due to personal interest. Extrinsic motivations included parents’ insistence, peer pressure, assessment requirements, diverse courses, and positive relationship with their tutors. High school students, on the other hand, were intrinsically motivated by personal growth and interest, extrinsically motivated by parents’ expectations, competition in school, belief in the value of EPT, helpful courses, and supportive tutors.

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