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科技大學學生英語學習焦慮量表之編製

A Study of Constructing a Student English Learning Anxiety Scale at Technology Universities

摘要


目前國內針對英語學習的研究,大部分皆以學生的學習成就作為依變項,探究英語學習過程中自變項的影響。然而,先前的研究少有針對科技大學日間部學生與進修部成人學生的英語學習焦慮作深入比較研究與探討,因此,針對科技大學學生的學習特性與需求,編製一份適合的用於調查科技大學英語課堂中學習焦慮之量表有其必要性。本研究根據根據Horwitz等人(1986)、MacIntyre與Gardner (1991)、Pappamihiel(2002)與Young(1991)的研究分類,分成師生互動焦慮、害怕評價及語言焦慮三個層面,再經過專家內容效度以及預試後,編製完成共11個題項,具有良好信、效度的「科技大學學生英語學習焦慮量表」,藉此作為日後相關研究的研究工具,以加強教師對一般與成人大學生英語學習焦慮認知,並用以協助學生降低學習焦慮,增進英語學習效能。

並列摘要


Most studies of English learning focuses on learning achievement as a dependent variable to understand related independent variables. Through an overview of literature related to this topic, few studies that focused on students, including adult students at technology universities, were found. Therefore, a need was perceived to construct a scale to investigate the difference of English learning anxiety between daytime younger students and other adult students from Continuing Education Department at technology universities. The scale in this study was developed by the following procedures. First, the researchers developed a scale based on the literature and previous studies, such as Horwitz et al. (1986), MacIntyre and Gardner (1991), Young (1991) and Pappamihiel (2002) and then, 11 experts in this field helped to review the items of the scale. After this pilot study, the reliability and validity of the scale were analyzed. As a result, "English Learning Anxiety Scale of Students at Technology Universities" was developed. The 11 items on the scale are divided into three aspects: interaction anxiety, fear of evaluation and language anxiety. It is hoped that this scale, which was found to have good reliability and validity, will be a useful tool for future studies in this field, and will help to enhance teachers' understanding of the impact from learners of English learning anxiety and improve the learning effectiveness.

參考文獻


許淑真 (2009)。技職院校學生英語學習焦慮之研究。 國立虎尾科技大學學報,28 (1),113-125。
Donovan, L. A., & MacIntyre, P. D. (2004). Age and sex differences in willingness to communicate, communication apprehension, and self-perceived competence. Communication Research Reports, 21(4), 420-427.
Edwald, J. D. (2007). Foreign Language Learning Anxiety in Upper‐Level Classes: Involving Students as Researchers. Foreign Language Annals, 40(1), 122-142.
Gardner, R. C., Tremblay, P. F., & Masgoret, A. M. (1997). Towards a full model of second language learning: An empirical investigation. Modern language Journal, 81,344-362.
Gregersen, T. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36, 25-32.

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