澎湖縣技術型高中生的家庭社經地位、升學意願及學習動機和英文學習表現的關係值得探討。本研究以問卷調查法蒐集技術型高中694名學生資料，透過統計分析顯示：一、技術型高中生的升學意願、學習動機良好，英文學習成就偏低。二、技術型高中生的家庭社經地位透過自我期望的升學意願間接影響英文學習成就，具有完全中介效果，而家庭社經地位透過他人期望、內外在動機對英文學習成就無顯著影響。三、技術型高中生證照數越多，自我期望與內在動機越高；電機群學生的自我與他人期望較工程群學生高，而海事群及農業群較工程群學生外在動機低；學生擁有專題製作學習經驗對英文學習成就有助益。研究建議對弱勢學生提供學習扶助與鼓勵學生參與專題製作與積極考取證照之獎勵辦法。

It is worth exploring the relationship between family socioeconomic status (SES), willingness to further study, learning motivation, and English learning performance of technical high school students in Penghu County. This research collected data from 724 students in a technical high school in Penghu County through a questionnaire survey. The results show: 1. Technical high school students displayed a strong willingness and motivation to study, but their achievement in English learning was comparatively low. 2. The socioeconomic status (SES) of technical high school students indirectly influenced their English learning achievement through their self-expected willingness to further study. This mediation effect was complete. However, SES did not have a significant impact on English learning achievement through other people's expectations or internal and external motivation. 3. There is a positive correlation between the number of technical certificates obtained by technical high school students and their self-expectation and intrinsic motivation. Those studying electrical engineering exhibited higher self-expectation and motivation compared to students in other engineering fields. Conversely, students in the maritime and agricultural groups showed lower levels of extrinsic motivation than students in the engineering group. Furthermore, students who had learning experiences in project production found it beneficial for improving their English learning achievement. It is recommended to provide learning support to disadvantaged students and incentives to encourage students to participate in thematic production and actively obtain certificates.