Exploring Senior High School EFL Students' Motivation, Strategy Use, and English Achievement via Structural Equation Modeling

以結構方程模式探討－高中生英語學習動機、學習策略使用與英語學習成就之研究

吳素卿(Su-Qing Wu)

《SPECTRUM ： NCUE Studies in Language, Literature, Translation》 9期 (2012/07) Pp. 159-190

https://doi.org/10.29601/YYWYLL.201207.0008

摘要

本研究旨在探討高中生英語學習動機、學習策略使用與英語學習成就間的關係。本研究企圖調查高中生英語學習動機以及學習策略使用，是否能預測學生的英語學習成就，並進一步探討高中生英語學習動機、學習策略使用與英語學習成就間的因果關係。總計有132名高中男校學生參與本研究的調查。採用動機問卷與英語學習策略問卷蒐集資料。以SPSS 17.0版進行資料分析，包含項目分析、探索性因素分析（EFA）、信度分析、以及效度分析。再以高階驗證性分析（second-order CFA）進行結構方程模式（SEM），以驗證高中生英語學習動機、學習策略使用與英語學習成就間的因果關係。本研究證實高中生英語學習動機和英語學習成就間的因果關係以及高中生學習策略使用與英語學習成就間的因果關係。動機所能解釋的英語學習成就變異（39％）高過學習策略使用對英語學習成就的解釋變異（19％）。在英語學習動機方面，內在動機（Intrinsic Motivation）與功利性目地（UtilitarianPurpose）對英語學習成就的影響最鉅。在學習策略使用方面，僅後設認知策略（Metacognitive Strategies）能有效影響英語學習成就。高中生英語學習動機、學習策略使用與英語學習成就，三者的關係為一個完全中介模型，且在學習策略使用與英語學習成就間有一交互關係。

關鍵字

英語學習動機 ； 學習策略使用 ； 英語學習成就 ； 結構方程模式

並列摘要

This study explored the relationships of senior high school EFL students' motivation, strategy use, and English achievement. The first two attempts of the study were to investigate how well the senior high school EFL students' motivation and strategy use can predict students' English achievement respectively. The third attempt was to explore the causal relationship among senior high school EFL students' motivation, strategy use, and English achievement.Totally 132 senior high EFL school boy students took part in the study. Two questionnaires-Motivation Questionnaire (Chen, 2008; Lai, 2008) and Strategy Inventory for Language Learning (SILL, version 7.0)-were used for data collecting.With SPSS for Windows Version 17.0, data analysis, including item analysis, exploratory factor analysis (EFA), reliability analysis, and validity analysis, was used. Furthermore, Structural equation modeling (SEM) was adopted through second-order confirmatory factor analysis (CFA) in LISREL 8.8 to confirm the causal relationships among senior high school EFL students' motivation, strategy use, and English achievement.The causal relationships between motivation and English achievement and between strategy use and English achievement were both proved. Motivation could account for 39% of the total variance toward English achievement while strategy use could account for 19% of the total variance toward English achievement. Intrinsic Motivation and Utilitarian Purpose took up the most variance toward English achievement, whereas Metacognitive Strategies was the only individual factor contributing to the total variance toward English achievement. The relationship among senior high school EFL students' motivation, strategy use, and English achievement was a full mediating model with a reciprocal relationship between strategy use and English achievement.

並列關鍵字

English learning motivation ； strategy use ； English achievement ； SEM