五專學制英文能力分班期中教學評量個案分析

A Case Study on Mid-term Teaching Evaluations for English Level Test in a Junior College

陳美玲(Mei-Ling Chen) ； 何宜倩(Yi-Chien Ho) ； 董立夫(Li-Fu Tung) ； 高家珍(Chia-Chen Kao) ； 林家玉(Chia-Yu Lin) ； 吳黎明(Li-Ming Wu)

《耕莘學報》 12期 (2014/12) Pp. 27-33

摘要

鑒於技職院校大專學生之英語文程度及英文學習成效上普遍存在著低落的現象，英文能力分班已成為目前各大專院校在英文課程規劃上的趨勢，然而對於英文能力分班學習成效之研究文獻仍然有限，本研究探討英文課程能力分班期中教學評量對班級、科目與教師之相關性。研究對象以北台灣某專科學校為例，進行該校兩校區（新店及宜蘭）五專部一年級專科學生對於英語能力分班教學之效果與需求之研究，以提供改善專科學校英語能力分班教學之參考。研究工具為「期中調查問卷」並以廣義線性模型（GLM）進行相關資料分析。結果顯示宜蘭校區無實施英文能力分班之健康餐旅科與數位媒體設計科，其學習滿意度與科別、班級以及教師皆無顯著性差異；兩校區採取英文能力分班之學習滿意度僅與班級有顯著性關係，此外英文能力分班學習滿意度與校區及教師皆無顯著性差異。五專部一年級新生無論採取英文能力分班與否，英文學習滿意度與科別、班級以及教師皆有顯著性關係。可見採取英文能力分班之學生學習滿意度和班級整體的學習態度有正向關，而學生學習滿意度也和教師有正向相關性，因此對於能力分班上課之學生應注意上課班級整體學習態度是否良好以及教師之安排及上課方式，研究之結果能作為教師或課程安排之改進及未來進一步研究之參考。

關鍵字

期中教學評量 ； 英文能力分班 ； 廣義線性模型（GLM）

並列摘要

Seeing that English levels and English learning effects of vocational college students are generally low, using ability grouping in English courses has become a trend in colleges. However, literature reviews about the effect on using ability grouping in English courses are limited. This study aims to discuss the correlation between the mid-term teaching evaluations of English courses using ability grouping and the classes, the subjects as well as the teachers. This study used the freshman students of a particular college in northern Taiwan as subjects for studying the achievements and the needs of English teaching with ability grouping. The research tool is ＂midterm questionnaires＂ and the related questionnaires are analyzed by GLM. The result shows that the learning satisfaction of students in Health and Hospitality Department and Digital Media Design Department, which are located in I-Lan Campus and not using ability grouping, is not significantly related with their subjects, classes, and teachers. The learning satisfaction of students using ability grouping is significantly related only with classes, and it shows no significant relationship with campuses and teachers. For freshman students, whether using ability grouping or not, the learning satisfaction is significantly related with subjects, classes and teachers. It can clear be seen that the learning satisfaction of students using ability grouping is positively related with the learning attitude of the whole class and teachers. Therefore, whether the learning attitude of the whole class is good and how teachers teach should be considered when teaching students with ability grouping. Hopefully, this study result can be helpful for teachers, course arrangements, and future research.

並列關鍵字

Mid-term teaching evaluation ； Ability grouping in English course ； GLM