## 5 Discussion and Conclusions  
### Theoretical Implications  
In the past, domestic studies on English learning have rarely discussed how to improve English learners' well-being in Taiwan. It is difficult to learn English in an EFL environment. Therefore, English learning well-being would be a challenge for most learners. This investigation provides certain empirical evidence to find out what impacts English learning well-being. Moreover, the average scales of all constructs would display the English learning psychological situation from cram school English learners. First, the item average scales of English learning motivation are between 3.509 and 4.397, which is considered as high in the middle. The item average sales of English learning attitudes are between 3.170 and 4.130. It can be interpreted as the English learners recognize the importance of English learning. However, the average scale of learning well-being is 3.332. It may represent the learners were not very satisfied with their English learning. The research results are similar to the study of [PERSON] [43]. The learners feel that learning English is not fun, the grammar is difficult, and are very nervous to answer questions in English. However, they acknowledge that English is very important and needs to be learnt.  
The research hypotheses of the relationship between learning motivation, learning attitude, and learning well-being all have significant positive impacts. According to the regression analysis, learning attitude can have up to 50.9% of variance explanation influencing learning well-being. It means that English learning's well-being depends on what level of learners' English learning attitude is. Moreover, the regression coefficients of intrinsic and extrinsic motivation to learning attitude are 0.251 and 0.231, respectively. The intrinsic motivation has a higher impact than extrinsic motivation. According to [PERSON] and [PERSON] [15], intrinsic motivation can be described as when someone participates in an activity because the activity is enjoyable, interesting, and satisfying. Even when studying English was not very enjoyable, interesting, or satisfying, the cram school English learners' intrinsic motivation drove their attitude toward learning English. The cram school's program is not a part of formal education systems. People go there more because they need to learn English from inside.  
Regarding the mediation and mediation effects, this study also proposed learning attitude as a mediation variable between intrinsic and extrinsic motivation and learning well-being. Two indirect effects both existed. That means motivation affects learning well-being through learning attitude. Intrinsic and extrinsic motivation both impact English learning well-being indirectly. Learning attitude can be described as the reason why learning motivation influences English learning well-being. Moreover, the present study also tested a moderation effect analysis by using gender as the moderation variable influencing intrinsic motivation to learning attitude. The testing result shows that there is an intervening effect from different gender to motivation and learning attitude.  
Furthermore, the present study proposed an English learning well-being instrument since the construct comparably rare appears in domestic empirical research. Three first-order constructs have been proposed, including English learning self-awareness, classroom activity, and teaching methods. Additionally, certain questionnaires have been developed for each first order construct. Along with confirmation factor analysis by collected sample data, factor loadings are verified all in the acceptable range. The construct reliability (CR) is up to 0.849. The English learning construct can be better understood, applied, and measured. In short, after this empirical study, English learning well-being can be used as a well-designed result variable in the future.