班級脈絡、文化資本、學習動機、課後補習與英語學習成就之多層次分析

A Multilevel Study on Class Context, Cultural Capital, Learning Motivation, Supplementary School Lessons, and English Achievement

張芳全(Fang-Chung Chang)

《臺北市立大學學報.教育類》 50卷1期 (2019/06) Pp. 1-24

https://doi.org/10.6336/JUTEE.201906_50(1).0001

摘要

班級組成對學生英文學習表現的影響是一個重要的議題。本研究以一所國中的班級來瞭解班級脈絡對英語學習成就的影響。本研究將資料結構區分為班級與學生層因素，以「國民中學學生學習追蹤調查資料庫」中的一所國中之19個班級，共550名學生為對象。接著透過階層線性模式分析學生英語學習成就因素，獲得以下結論：（1）班際之間的差異性，在解釋英語學習成就的效應不可忽略；（2）學生層的補習時間與文化資本對英語學習成就有明顯影響；而學生層的英語學習動機對英語學習成就具有最大的提升效果；（3）班級層的英語教學方法多元化對英語學習成就有提升效果，自律學習則否；（4）英語教學方法多元化與英語學習動機、補習英文時間、文化資本對英語學習成就具有調節效果。

關鍵字

文化資本 ； 多層次分析 ； 英語教學 ； 學習成就 ； 學習動機

並列摘要

The class composed of student impacted on students' English achievement that is a crucial research topic. Our study employed junior higher school students to study the context of class impacted on students' English achievement. This data was taken from the result of ＂Long-term Follow-up Survey Database of Junior High School Students Learning＂. It investigated the effects of both the class level and the student level factors on the students' English achievement. By using the questionnaire collected data that 550 students of 19 classes. Hierarchical Linear Modeling (HLM) has been applied in educational research to analyze the influences of various levels of factors on English achievement. The results were as below: (1) The differences among class, important in predicting students' English achievement are not negligible factors. (2) Among the student level factors, time spent on studying English in supplementary school lessons, and family cultural capital have significant effects on English achievement. Besides, in terms of the student level factors, English learning motivation have positive mostly effects on English achievement. (3) The variety of teaching methods as a class-level factor positively influences English achievement, however, self-regulated was not. (4) The variety of teaching methods together with English learning motivation, time spent on studying English in supplementary school lessons, family cultural capital had positive moderating effects on English achievement.

並列關鍵字

cultural capital ； Hierarchical Linear Modeling ； English teaching ； academic achievement ； learning motivation

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