Can Technological University Students' Foreign Language Anxiety and Self-efficacy Predict English Achievement?

科技大學學生外語焦慮與自我效能對英語成就預測力之研究

王琪(Chi Wang)

《弘光學報》 80期 (2017/09) Pp. 57-77

https://doi.org/10.6615/HAR.201709.80.05

摘要

While exploring the factors that affect foreign language learning, scholars contend that not only cognitive but also affective domain involves considerable variables. In numerous experimental studies, foreign language anxiety and self-efficacy were confirmed to be related to foreign language performance, that is, both either facilitate or interfere with language performance. In order to realize how the two affective components have impact on language success, the study accordingly conducted a quantitative survey to find the predictors and examine to what extent they resulted in the variation of English achievement. Two hundred non-English majors from a university of technology were recruited to complete the questionnaire, which was comprised of demographic information, English Learning Anxiety Scale, and English Learning Self-Efficacy Scale. English achievement refers to the outcomes of English proficiency test, CSEPT, taken by them on campus. The researcher gathered 186 data of valid questionnaires to administer three sets of stepwise multiple regression analyses. All results suggested self-efficacy variables, followed by anxiety variables, became the best predictors of English achievement. In summary, English instructors should work out appropriate teaching strategies and feasible methods of assessing language performances for enhancing students' perceptions of efficacy and lessening their senses of anxiety in English learning.

關鍵字

affective domain ； self-efficacy ； foreign language anxiety ； English achievement

並列摘要

在許多研究中，學者們主張影響外語成就之因素應包括認知與情意兩方面，本研究主要探討外語焦慮與自我效能是否為科技大學學生英語成就之預測變項，目的在於瞭解情意變數對英語學習成就影響的程度。研究者使用問卷調查法蒐集量化資料，調查工具包括「個人背景資料問卷」、「英語學習焦慮量表」、以及「英語學習自我效能量表」，200名就讀某科技大學非英語系並且曾參加校內英語檢定考試之學生為研究樣本，共取得有效問卷186份。研究資料經Pearson積差相關、多元迴歸分析進行統計處理後，結果發現自我效能與外語焦慮為英語成就之重要預測變項。研究結果建議，英語教師應發展合適的教學策略與英語成果評估方法，以利於學生提升英語效能與減輕學習焦慮感。

並列關鍵字

情意變數 ； 外語焦慮 ； 自我效能 ； 英語成就

參考文獻

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