澎湖縣九年級生背景變項對英語學習成就影響之研究：英語學習焦慮為中介變項

Student's Background Variables Influence English Learning Achievement in Junior High School in Penghu County: English Anxiety as Mediator

張芳全(Fang-Chung Chang) ； 辛怡璇(Yi-Hsuan Hsin)

《臺北市立大學學報.教育類》 51卷1期 (2020/06) Pp. 1-33

https://doi.org/10.6336/JUTEE.202006_51(1).0001

摘要

國中生英語學習焦慮是一個值得關注的議題，尤其澎湖縣相較於臺灣本島的資源有限，英語對學生是相當困難的學科，學生無法實際在生活中使用。本研究透過問卷調查法瞭解澎湖縣九年級生背景因素、英語學習焦慮與英語學習成就之關聯性，以澎湖縣106學年度668名九年級生為樣本，蒐集國中會考英語成績做為英語學習成就，自編英語學習焦慮問卷進行分析，獲得以下結論：（1）學生英語學習焦慮不高，以溝通焦慮與測驗焦慮較高，英語課程焦慮與負面評價焦慮略低；而學生英語學習成就達基礎標準。（2）男生英語課程焦慮明顯高於女生，女生溝通焦慮及英語學習成就明顯高於男生；家庭社經地位愈低與學校所在地愈偏遠，學生英語學習成就愈差。（3）校外英語補習時間正向影響英語學習焦慮與英語學習成就；英語學習時間對英語學習成就有助益，而英語學習焦慮愈高，英語學習成就愈低。（4）英語學習焦慮對於學生英語補習時間、學習英語時間與預測學習成就具有部分中介效果。

關鍵字

英語學習焦慮 ； 英語學習成就 ； 英語教育 ； 拔靴法

並列摘要

English learning anxiety of junior high school students is an issue which is worthy of being discussed. Penghu has limited resources compared to places in the Taiwan island. English is thus a difficult subject for students in Penghu, as they do not have many opportunities to use the language. The study aims to find out how English anxiety predicts English achievement among the 9th graders in Penghu. In this study, the data collected from 668 9th graders. The grades of the Comprehensive Assessment Program for junior high school students were adopted as their English learning achievement, and the researcher self-made questionnaire as an instrument in investigation. The study yielded the following results: (1) The junior high school students' English anxiety was relatively low, and anxiety in English communication and test anxiety were higher, while anxiety in English curriculum and negative evaluation anxiety were slightly lower. Besides, their English achievement reached the basic standard. (2) The male students had higher anxiety than their female counterparts; the female participants had higher anxiety in English communication and higher English achievement than the males. The lower the family social economic status was and the more remote the school location was, the worse the students' English learning achievement would be. (3) Time spent on learning English in cram schools and time spent on English learning positively predicted English anxiety and English achievement. Besides, the higher students' English learning anxiety was, the lower their English learning achievement would be. (4) Students' English learning anxiety partially mediated between the English tutoring learning time, the duration of English learning and learning achievement respectively.

並列關鍵字

English learning anxiety ； English learning achievement ； English education ； bootstrap method

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