國小自我效能感與英語學習策略關係之探討

The Relation Between Elementary School Students' Beliefs in Self-Efficacy and Their English Learning Strategies

陳素華(Chen Su-hua)

指導教授 ： 余明忠

國立政治大學/外國語文學院/英語教學碩士在職專班/碩士(2019年)

https://doi.org/10.6814/NCCU202200114

摘要

本研究旨在探討國小學童英語學習策略使用與自我效能之關係，文獻探討涵蓋了學童使用學習策略的方法及其自我效能信念。
本研究使用量化研究，研究對象為324位來自新北市國小之學童，參加調查研究並填寫問卷。研究工具為英語學習策略量表及自我效能量表。研究者收集資料後，以SPSS進行分析，主要分析方法是採用描述性的統計、皮爾森（Pearson）相關係數及獨立樣本t檢定。這些分析回應了研究的三個主題：（一）國小學童的主要英語學習策略、（二）國小學童的英語學習策略與自我效能信念之間的關係以及（三）國小學童在使用英語學習策略和自我效能方面的性別差異。
　　研究結果顯示：
1.台灣國小學童使用英語學習策略的頻率為中等，最常使用補償策略，其次是後設認知策略。
2.研究發現國小學童使用英語學習策略與自我效能呈顯著的正相關。
3.女學童英語學習策略的使用頻率及自我效能高於男學童。
4.女學童在使用補償、後設認知和社會策略方面顯著多於男學童，而女學童在使用自我監測學習方面也是顯著多於男學童。
這些結果有助於外語教師了解國小學童的英語學習策略使用和自我效能信念。 為了進一步研究，本研究的局限性和建議在研究的最後一部分中提出。

關鍵字

語言學習策略 ； 英語自我效能 ； 自我監測學習 ； EFL學生

並列摘要

This research explored learning strategies and English self-efficacy beliefs of primary EFL students. The literature review covered learning strategies and self-efficacy beliefs used by students.
The current research involved 324 primary school students from two schools in New Taipei City. This study adopted a quantitative method to analyze the data. The content of questionnaires included participants’ background information, learning strategies, and self-efficacy beliefs. The researcher used the Statistical Package for Social Science (SPSS) to analyze collected data. It included descriptive statistics, Pearson correlation coefficients, and an independent t-test. This analysis responds to three research topics. The first one was the main learning strategies of primary school students; the second was the link between learning strategies and beliefs of self-efficacy of students; the third was the gender differences in their use of learning strategies and their self-efficacy.
The results are as follows:
1.The frequencies of learning strategies were medium. Students favored compensation strategies the most, followed by metacognitive strategies.
2.Students’ learning strategies correlated with their self-efficacy beliefs.
3.Girls used learning strategies more often and had more self-efficacy beliefs than boys.
4.Girls used compensation, metacognitive, and social learning strategies more significantly than boys. There was a significant gender difference in self-efficacy for self-regulated learning.
These results are helpful for EFL teachers to understand students’ English learning strategy use and self-efficacy beliefs. Finally, the limitations of this study and recommendations for future research wrap up this study.

並列關鍵字

Language learning strategies ； Language learning strategies ； English self-efficacy beliefs ； Self-regulated learning ； EFL students

參考文獻

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Bandura, A. (1997). Self-efficacy : the exercise of control / Albert Bandura. W.H. Freeman.

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.