國中學生英語補習經驗、英語學習態度及英語學習成就認知之研究

A Study on the English Cram School Experience, English Learning Attitude and English Achievement Perception of Junior High School Students

洪郁雰(Yu-Fen Hung)

指導教授 ： 林志忠

國立暨南國際大學/教育學院/課程教學與科技研究所/碩士(2018年)

摘要

本研究旨在探討國中學生英語補習經驗、英語學習態度及英語學習成就認知。研究方法主要採取「調查研究法」，以自編之「國中學生英語補習經驗對英語學習調查問卷」為研究工具，隨機抽取台中市878位七年級學生作為調查樣本，所得資料以描述統計、t考驗、單因子變異數分析、皮爾遜積差相關及卡方檢定等統計方法加以分析。其研究結果如下:
一、國中生英語補習現況
（一）國中生英語補習經驗以超過五年最多且補習經驗超過五年的學生英語成績較高
（二）一般國中生英語補習類型以文理補習班居多
（三）選擇文理補習班之學生英語成績屬於高分群的比例較高
（四）國中生英語補習之主要動機為提升成績與培養能力
（二）(五) 國中生英語補習之主要優點是反覆練習與加深學習
（二）(六) 國中生英語補習之主要缺點是要多花錢補習與課業壓力重
二、國中生英語補習經驗與學校英語學習態度
（一）國中生英語補習經驗對學校英語學習態度，大多呈正向態度的認同
（二）國中生英語補習經驗對學校英語學習態度造成負面的影響，相對比例較低
（三）英語成績較高的學生，其學校英語學習態度較正向
三、國中生英語補習經驗與學校英語學習成就認知
（一）有英語補習經驗學生，其英語成績較高
（二）國中生英語補習經驗對學校英語學習成就認知，大多呈正向的認同
（三）英語成績較高的學生，其英語補習經驗對學校英語學習成就認知較正向
四、英語學習態度佳的學生其英語學習成就認知也較高。

關鍵字

英語補習經驗 ； 英語學習態度 ； 英語學習成就認知

並列摘要

The purpose of this study is to investigate the English cram school experience, English learning and English achievement perception of junior high school students A survey research was conducted with questionnaires. The subjects totaled 878, seventh grades students of junior high school, for this study were sampled from Taichung city . The collected data were analyzed by t-test, one-way ANOVA, Pearson Product-moment Correlation and Chi Square test.
The results are as follows:
1. The present situation of English cram school learning of junior high school students.
(1) Many students’ learning learning years in cram schools are more than five years, and their English scores are higher than the other students.
(2) The English cram school type of junior high school students is.
(3) The students who choose Science and Language cram school got higher English scores of the first 106 semester.
(4) Students’ main motivation of English cram school learning is to upgrade their scores and to build up the ability of English.
(5) Practicing and learning over and over again are the main advantage of English cram school learning.
(6) Spending money on cram school learning and the schoolwork pressure are the main disadvantage of English cram school learning.
2. The of English cram school experience and English learning attitude of junior high school students.
(1) Most of the junior high school students have positive learning attitude on English cram school learning experience.
(2) The rate of negative attitude toward English cram school learning experience is lower.
(3) The students whose socres of the first 106 semester is higher, then, they have posiotive English learning attitude.
3. The English cram school experience on English learning achievement perception of junior high school students
(1) Most of the junior high school students who have English cram school learning experience have higher agreement on English learning achievement perception.
(2) The students who have higher socres of the first 106 semester, they have postive agreement on English learning achievement perception.
(3)The students with English cram school learning experience have better scores on the first 106 semester.
4. When the students have better English learning attitude, their English learning achievement perception is also better.

並列關鍵字

English cram school learning experience ； English learning attitude ； English learning achievement perception

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