Taiwanese College EFL Students' Perceptions on and Their Learning Attitudes Toward Multiple Assessments

多元英語評量對台灣大學生英文學習的態度之探討

黃燕鈴(Yan-Ling Hwang) ； 黃珮雯(Pei-Wen Huang) ； 黃國書(Kuo-Shu Huang)

《語文與國際研究》 16期 (2016/12) Pp. 81-102

https://doi.org/10.3966/181147172016120016004

摘要

Compared with traditional assessments which depend on a student's paper-based test scores as the primary indicator of abilities, multiple assessments integrate teaching instruction with different assessments to realize learning potential during assessment. Multiple assessments have emerged as a primary approach in language curriculum development, especially in English learning. This study examined the perceptions of college students to whom English is a foreign language (EFL students) on their English learning attitudes toward multiple assessments. The quantitative method was used to investigate whether multiple assessments improve students' English learning and multiple teaching, and whether the assessments complement students' learning development. This study used convenience cluster sampling to select two classes of first-year college students. Ninety-one students joining the English freshman course participated in this study. After the multiple assessments were administered in 18 weeks in one semester, the researcher distributed a questionnaire on students' perceptions of multiple assessments on their English learning attitudes. The researcher conducted an analysis of variance for independent samples and a quantitative analysis. The results revealed that the multiple assessment approach was positively perceived by EFL students, emphasizing the substantial difference in students' English learning attitudes and perceptions between the multiple assessment and traditional approach. Moreover, the findings suggested that multiple assessments be incentive tools to students' English learning attitudes and EFL teachers should be aware of the use multiple assessments which can foster learners' learning motivation.

關鍵字

English learning ； learners' perceptions ； multiple assessments

並列摘要

不同於傳統紙筆測驗評量中分數是唯一代表個人學習能力的基本根據，多元評量整合不同評量的教學方法，在評量的過程中激發學習者的學習潛能。語言評量發展的過程中，特別注重在學生的英語學習過程，多元評量已成為一項重要的評量方法。研究者試圖探討大學生在英語學習方面對於多元評量的看法和了解多元評量對於他們英文學習態度和英文學習成效。本研究採用量化分析問卷方法調查大一學生對於多元評量的信念以及多元評量對學習者的英語學習態度之探討。受試者為九十一位大一英文的學生。實施多元評量一個學期(十八週)後，研究者發放大學生英文學習之多元評量問卷進行資料收集且利用變異數分析進行獨立樣本及量化分析。本研究結果顯示多元評量測驗在大學生英文學習中扮演著正面的角色。此外，本研究結果建議多元評量對學生英文學習是鼓勵正面的評量工具，因此英文教師可選擇此評量方式，以增進學習者英文學習的動機。

並列關鍵字

英語學習 ； 多元評量測驗 ； 學習者的態度

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