探討補救教學英文低成就學生動機與信念–個案研究

Motivation and Beliefs of English Under-achievers in the Remedial Program—A Case Study

樊家瑋(Chia-Wei Fan)

指導教授 ： 蘇綉惠

朝陽科技大學/人文暨社會學院/應用英語系/碩士(2011年)

摘要

本研究在探討朝陽科大之大一低成就學生在英語補救教學中學習動機及信念能否提高，以及學習動機和信念是否具有相關性。本研究為個案研究以獲得更深入的資訊及了解低成就學生學習英文的心路歷程。經由安置測驗分為四個級別—基礎、初級、中級、中高級，研究對象為37位屬基礎級的大一新生進行四個月的英語補救教學。
研究方法採用量化及質化研究法。量化採用標準化動機量表(AMTB)及學習信念量表(BALLI)，進行學習前、後態度問卷調查。質化研究方面以觀察、訪談、老師教學日誌、學生學習心得來匯集相關資料進行分析及比較。
研究結果顯示經由英語補救教學大多數低成就學生在學習動機上有顯著進步。學習動機與信念也有顯著的相關性。另外，學生有提及經由補救教學後不但可運用自然發音法及K.K.念單字及進行背誦而不再只是死記字母。
因此，本研究對於運用補救教學於低成就學生英語學習的動機及信念提升有正面的影響及對於教學者對於低成就學生的學習困難處及心路歷程皆更能深入了解。

關鍵字

外語學習 ； 個案研究 ； 技職教育 ； 低成就學生 ； 信念 ； 動機 ； 英語補救教學

並列摘要

This study aims to explore the changes of those under-achieved students’ learning beliefs and motivation in English remedial course as well as the correlation between motivation and beliefs. The researcher designed a case study to obtain deep exploration and understanding of students’ journey of mind in English learning.
The participants were 37 freshmen, placed in the Starters through the placement test administrated by Foreign Language Center, Chaoyang University of Technology. The placement test levels students in Starters, Basic, Intermediate, and High-intermediate. Both quantitative and qualitative methods were adopted. The research involved a survey, comprised of two sets of questionnaires concerning learning beliefs and motivation. In qualitative method, the researcher utilized triangulation to collect data from at least three sources, including observation, interview, class teacher’s teaching log, and students’ reflection diary.
The results of this study revealed that majority of under-achievers have significantly enhanced motivation toward English learning. However, positive changes were not carried over to participants’ learning beliefs in this semester. On the other hand, the participants’ learning motivation was significantly associated with their learning beliefs. From the additional findings, some of students mentioned they not only applied phonics rules to pronounce and memorize new vocabularies, but also kept them in mind for long time.
To conclude, this study may be of importance in utilizing English remedial course to enhance under-achievers’ learning motivation and beliefs, as well as in providing English teachers with a better understanding of under-achievers’ learning difficulties and journey of mind in English learning.

並列關鍵字

Technological Vocational Education ； Case Study ； EFL Learning ； Under-achievers ； Belief ； English Remedial Program ； Motivation

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