Significance of the study in thesis is a part where you will tell the importance and purpose of your study.

This part is tell how the study would be beneficial to society and specific person.

It describes the contributions of the study as new knowledge, make findings more conclusive. - It cites the usefulness of the study to the specific groups. - Cite all the persons and groups that benefited on your study/research. - Include a short explanation regarding how those persons and groups benefited from the study. (How the research study will help them?) - Of course, the researchers should include their selves.

Significance of the Study This study will be a significant endeavor in promoting good work environment in the workplace and motivations of its employees. This study will also be beneficial to the students and instructors in strategic management, corporate strategies when they employ effective learning in their classroom setting particularly in different concepts related to the use of effective human resources management. By understanding the needs of the students and benefits of quality education, these instructors and students be assured of a competitive advantage. Moreover, this research will provide recommendations on how to evaluate the performance of a certain institution in accordance to human resources management. Moreover, this study will be helpful to the retail industry and business practitioners in training and informing them in the area of human resources management, objectives, and strategies. It will also serve as a future reference for researchers on the subject of human resources and corporate companies. And importantly, this research will educate clients in deciding on whether an industry e.g. business industry is really fulfilling its responsibility to the community or is just showing off to promote its business.

Significance of the Study

The reason why this study is significant can be explained from three aspects. First, this study investigates Junior high school students perceptions, attitudes, viewpoints, and their participation towards the bilingual environment. Consequently, this research might offer some empirical messages for English teachers in Taiwanabout conducting a bilingual environment. Second, the results of how students improve their English learning in a bilingual environment

can inspire teachers to provide appropriate stimulations to their students. Third, it is hoped that this study may help junior high school students for providing the information of how they can improve their English learning in a bilingual environment.

Limitations of the Study

Three limitations of the study are generalized as follows. First, the sample size of this study is small. The subjects in this study were 35 students from two classes in a junior high school in southern Taiwan. The sample for this study was restricted to the urban area. Consequently, it is hard to generalize the study findings to all the EFL students in Taiwan. Second, it is unpredictable whether the subjects respond to the questionnaires honestly. The subject responses to the questionnaires may be out of researchers control. Third, owing to the limited time for answering the questionnaires, the format of the questionnaires consists of only 24 questions. Therefore, the study may be not able to comprise all the questions in terms of the students attitudes toward a bilingual environment and the means they improve their English learning in a bilingual environment.

Definition of Terms
To help readers get a clear understanding of this study, the following terms are specifically defined: 1. Campus Bilingual Environment: Ministry of Education has announced the guidelines of establishing a bilingual environment in elementary and junior high schools in 2004. The establishment of campus bilingual environment includes two major perspectives; one is the visual and audio environment which includes signs, directions, posters, broadcasting etc., the other is activity which includes contests in terms of singing, speech contest and extra activities in terms of festival parties and movie appreciation. 2. Teaching Approach: A teaching approach describes typical procedures or set s of procedures based on particular method used by teachers in instructing students. Traditional teaching approaches such as grammar translation and audio-lingual focus on the language itself, rather than on information carried by the language. Communicative, content-based and task-based teaching approaches emphasize on the interaction, conversation, and language use, rather than on learning about the language (Lightbown & Spada, 1999).

3. Learning Strategies: Learning strategies are operations used by learners to acquire, store, and retrieve information in language learning (Rigney, 1978). Oxford(1990) regarded learning strategies as specific actions taken by learners to enhance their progress in language learning, including direct and indirect strategies.

4. Learning Styles: Learning styles refer to each individual has his natural, habitual, and preferred way of absorbing, processing and retaining new information and skills (Reid, 1995). Methodologists and linguists have put learning styles under different categories. Visual learners, aural learners, kinaesthetic learners are perceptually based learning styles, in contrast is a cognitive learning style distinction between field independent and field dependent (Lightbown & Spada, 1999). Keith Willing produced the following descriptions convergers, conformists, concrete learners and communicative learners(Harmer, 2001). 5. Learning Motivations: Learning motivation refers to the internal drive which pushes learners to acquire the knowledge. Brown (1994) regarded motivations as the goals to pursue and the effort he/she would devote to that pursuit. Learning motivations involve the learners reasons for attempting to require the target language.