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  • 學位論文

高中生英語自主學習、學習策略與學習成效關係之研究-以桃園市為例

A Study of the Relationship among Senior High School Students’ English Self-Regulated Learning, Learning Strategies, and Learning Efficiency:Take Taoyuan City as an Example

指導教授 : 楊慶麟

摘要


本研究旨在探討高級中學學生英語自主學習、學習策略與學習成效之關係,以桃園市高級中學學生為例,試圖了解桃園市高級中學學生英語自主學習、學習策略與學習成效之現況,分析不同背景變項受試者對此三個變項之差異情形、談討三個變項之間的相關、預測及因果關係,並探究桃園市各區高級中學在上述變項得分之群聚情形。本研究採問卷調查法,以桃園市27所高級中學學生為研究母群,抽取1000位學生為研究樣本,以「桃園市高級中學學生英語自主學習、學習策略與學習成效問卷」為研究工具實施調查。資料處理以描述性統計、t考驗、F考驗、積差相關、多元迴歸、結構方程式與階層集群分析等統計方法進行資料分析。本研究結果如下: 一、桃園市高級中學學生英語自主學習、學習策略與學習成效之現況佳。 二、不同背景變項的(性別、年級、校外補習累計時間、家庭社經地位、學校屬性)    的高級中學學生對英語自主學習、學習策略與學習成效之知覺有所不同。 三、桃園市高級中學學生英語自主學習與學習成效呈現中度正相關,英語自主學習   與學習策略、英語學習策略與學習成效則呈現高度相關。 四、高級中學學生英語自主學習、學習策略與學習成效三者之間具因果關係,學習   策略是高級中學學生英語自主學習與學習成效的中介變項。 最後,本研究依據上述結果,提出相關建議,俾供教育行政機關、各高級中學、英文教師與學生家長,以及後續研究者參考。

並列摘要


This study aimed to investigate the current situation, different background variables effect, correlations, forecast, and intermediary effect among senior high school students’ English self-regulated learning, learning strategies, and learning efficiency in Taoyuan City. The method adopted in this study was conducted as a survey research. The manner in which the data was collected was by adopting stratified random sampling from 1000 respondents who attended 27 different schools. All data collected were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, multiple regression, and SEM analysis. The conclusions are as follows: 1. English self-regulated learning, learning strategies, and learning efficiency perceives by the senior high school students in Taoyuan City are significantly above theoretical average. 2. Students with different background variables have significantly different perception in English self-regulated learning, learning strategies, and learning efficiency of senior high schools in Taoyuan City. 3. There is a high correlation between every two variables of English self-regulated learning, learning strategies, and learning efficiency. 4. “Learning strategies” is a moderate variable between self-regulated learning and learning efficiency. Finally, the study offered suggestions to education administration authorities, senior high school, English teachers, parents, and future researchers.

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