英語自學活動對大學院校學生英語學習之效益研究：以桃園縣大學院校為例

The Effects of English Self-Learning Activities on University Students’ English Learning – A Study at Selected Universities in Tao Yuan County

李昌霖(Chung-Lin Li)

指導教授 ： 廖恩崇

中原大學/人文與教育學院/應用外語研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900894

摘要

台灣的英語教學在高等教育當中的首要目標，便是提升大學學生的國際競爭力。其中自民國九十四年起，由教育部所推行的教學卓越計畫挹注了大筆經費及資源用以提升學術教育水平與大學生英語能力。此計畫吸引眾多大學院校共襄盛舉並舉辦了多種英語自學活動。
　　而在英語教學的領域中，雖有不少研究探討學生的自學過程 ，但針對台灣的英語自學活動卻鮮少有人探究，甚至難以見到關於學生對於英語自學活動的觀點之研究。自學活動被定義為：在活動當中，由學習者掌控自身學習的規畫、執行、進而評估學習歷程 。Self-Directed Learning Readiness Scale和Autonomous Learner Index 都曾被用來檢視學生的自學過程，但被評為過於著重在情意方面的探索 。而本研究中的問卷調查針對具有理論基礎的三大因素：學習動機、後設認知學習策略、及學習自發性，可望提供更全面的檢驗。
　　本研究旨在探討大學院校學生對於英語自學活動的看法，藉此剖析台灣高等教育在英語自學活動上的成果。大學院校學生參加英語自學活動後在學習動機、後設認知學習策略、及學習自發性上的評量結果則反映出英語自學活動對大學院校學生在英語學習上的影響。研究結果顯示多數大學院校學生對英語自學活動抱持正向態度，學生在參加英語自學活動後的學習動機、後設認知學習策略、及學習自發性的評量結果也相當顯著。此外，英語自學活動的參與度和學習動機、後設認知學習策略、學習自發性等三項因素也都具有高度相關性。研究結果更指出建立附有完善教材及詳盡指南的優良英語自學環境之必要性。

關鍵字

英語學習 ； 英語自學活動

並列摘要

In Taiwan, English education is the prominent goal of higher education to enhance university students’ international competitiveness. The Teaching Excellent Project, initiated by the Ministry of Education, invested a great amount of money and resources to improve academic standards and university students’ English proficiency since 2005. This project appealed many universities to implement it and various types of English self-learning activities were taking place.
In the field of English language education, several studies have been conducted to examine students’ self-directed learning process (McGaghie & Menges, 1975; Guglielmino, 1977; Della-Dora, McGovern, & Wells, 1980). Unfortunately, similar study is scant in the field of English self-learning activities in Taiwan; even, students’ perception toward English self-learning activities were neglected in previous studies in Taiwan. Self-learning activities are defined as activities in which the primary responsibility for planning, executing, and evaluating a learning process assumed by the individual learner (Brockett, 1983). Self-Directed Learning Readiness Scale (Guglielmino, 1977) and Autonomous Learner Index (Della-Dora, McGovern, & Wells, 1980) have been adopted to measure how students improve in their self-learning process but been criticized for the emphasis on affective perspectives (Hughes, 1999). The questionnaire survey conducted in this study probed three major factors – motivation, metacognitive learning strategies, autonomy—with theoretical background could provide a more comprehensive all-round examination.
This study aimed to investigate the selected university students’ perspectives of English self-learning activities, so as to identify the potential accomplishment of the development of English self-learning in higher education in Taiwan. The effects of English self-learning activities on university students’ English learning were identified via examining university students’ motivation, metacognitive learning strategies, and autonomy after participating in these activities.
The data shows that university students in this study maintained positive attitude toward English self-learning activities. University students’ motivation, metacognitive learning strategies, and autonomy were observed considerably high after participating in English self-learning activities. Moreover, the participation of English self-learning activities and these three factors (motivation, metacognitive learning strategies, and autonomy) in this study were significantly correlated with one another. The results also indicated the necessarily to consider how to create a decent English self-learning environment with well-organized materials, multimedia resources, and explicit instructions.

並列關鍵字

English learning ； English self-learning activities

參考文獻

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