本研究旨在應用社會認知理論探討高中生英語學習行為之研究。主要目的如下:一、從社會認知理論的觀點探討影響英語學習行為的重要因素;二、探討環境因素可否提高英語學習行為的預測力;三、探討不同背景變項的學生對於英語學習行為有何差異;四、綜合上述研究結果,提供英語學習之改善建議。 本研究採用問卷調查法進行研究,以「高中生英語學習行為問卷」為研究工具,共計發出796份問卷,回收扣除無效問卷得到有效問卷722份,有效回收率90.70%。採用統計分析方法有探索性因素分析、描述性統計、獨立樣本t考驗、單因子變異分析、多元迴歸分析、皮爾遜積差相關。經資料處理分析後,獲得以下結論: 一、自我效能、結果預期、主觀規範為影響英語學習行為的重要因素。 二、加入環境因素於社會認知理論架構可提高英語學習行為之預測力。 三、女生、曾參加過英語檢定與通過全民英檢或過去一年有參加校外英語補習的學生有比較高的英語學習行為
This research applies social cognitive theory to examine English learning behavior among senior high school students. The purposes of this study are: (1) to discuss the factors that influence English learning behavior from the perspective of social cognitive theory; (2) to discuss whether the predictability of environmental factors on English learning behavior can be enhanced (3) to discuss different learning behavior caused by different student characteristics; (4) to summarize research results to provide suggestions for the improvement of English learning. This research conducts a survey by using a questionnaire of “English learning behavior in senor high school students” as an instrument. Of the 796 questionnaires distributed to subjects, 722 usable questionnaires were returned for an effective response rate of 90.70%. The statistical methodologies used in this study include exploratory factor analysis, descriptive statistics, independent samples t-test, one-way ANOVA, multiple regression and Pearson product-moment correlation. After data analysis, this study concludes: (1) self-efficacy factor, outcome expectations factor, and subjective norm factor are important factors that influence English learning behavior; (2) adding environmental factors into the framework of social cognitive theory can enhance the predictability of English learning behavior; (3) English learning behavior is strong among students who are female, have obtained English language qualification in General English Proficiency Test (G.E.PT.) or attained cram school outside campus.