在網路探究教學課程中外語學習者激勵式學習策略使用之研究-以台灣中部某科技大學為例

An Investigation of Motivated Learning Strategy Use for EFL Learners in a WebQuest Class - A Case of University of Technology in Central Taiwan

廖欣怡(Shin-yi Liao)

指導教授 ： 洪伯毅

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2011年)

摘要

本研究目的在於調查台灣英語主修大學生使用學習策略於網路探究教學法之狀況。旨在探究學習策略使用頻率與學習動機之關聯性，並預測在網路探究教學法中何種策略能使學生提高學習興趣。除此之外，探討使用網路探究教學法使用之後的態度。教學網站評選標準採用學習對象評估工具(Learning Object Review Instrument)評分表評選出教育網站適用性，並評估此網站之課程設計適合網路探究教學法與學習策略融入之應用作為評選標準。研究對象為56位中部某科技大學應用外語系的學生。量化主要研究工具為激勵的學習量表(Motivated Strategies for a Learning Questionnaire)。問卷結果經由敘述統計、皮爾森相關係數、多元線性迴歸之分析與討論。另外，學生學後觀感亦陳述在本研究中。本研究主要發現為：一、在網路探究教學法學習中，英語主修大學生最常採用批判思考策略，而最少使用同儕學習策略。二、學生的英語學習表現與學習策略使用在網路探究教學法中呈現正向相關。三、本研究中激勵的學習策略具有顯著性效果。四、83.14%的學生對於網路探究教學法持正面的態度。最後，本研究提供激勵的學習策略在網路探究教學法中之應用與建議，供未來科技英語教育者教學與研究參考。

關鍵字

動機 ； 學習策略 ； 激勵的學習量表 ； 網路探究教學法

並列摘要

The purpose of the current study was to investigate the learning strategies used, and the motivation in a specific WebQuest environment for English as Foreign Language learners. The relationship between the learning strategies used and the motivation was examined. Moreover, the predictions in the motivated learning strategies used will be explored. In addition, the perspectives on learning in this WebQuest environment were demonstrated in this study. The procedure of the course design was based on WebQuest (Dodge, 1995) and the standard criteria for choosing a suitable website for teaching was based on Learning Object Review Instrument (Nesbit & Belfer, 2007) as a rubric. A total of 56 college students, majoring in Applied Foreign Languages at the University of Technology in central Taiwan, participated voluntarily in the study during their second semester of the school year. On the one hand, the main instrument of the quantitative approach was, Motivated Strategies for Learning Questionnaire (adapted from Pintrich, 1991). The results of the questionnaire were analyzed and discussed by descriptive statistics, Pearson‟s correlation, and Multiple Linear Regression. On the other hand, the perspectives of learning during the completion of the task of The Zimmer Twins project were described in the study. The major findings of the study are summarized as follows. Firstly, English majors at college level used the critical thinking strategy more often and the effort strategy was the least used learning strategy during the task completion in a WebQuest environment. Secondly, there was a positive correlation between learning strategies used and learning motivation. Thirdly, a number of motivated learning strategies were found with significant differences. Fourthly, 83.14% of the students held positive attitudes on learning in a WebQuest environment. Finally, in the motivated strategies for learning of WebQuest, some pedagogical implications and suggestions were provided to technology instructors for further research.

並列關鍵字

learning strategy ； MSLQ ； Motivation ； WebQuest

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