Junior College Students' Perceptions of Learner Autonomy-Based Instruction on EFL Writing

本文敘述由筆者綜合相關學理及個人經驗所設計的一個為期一學年的英文作文科目綱要，其教學目標在於減輕台灣英文作文教師批改學生作文的沈重負荷，同時並培育有意願而且有能力終生持續改進其英文寫作技能的獨立、自主學生。這個「以培養學習者自主性為目標的英文作文教學」科目綱要，已由筆者於94學年度在台灣東北部某一進修專校的二專部施行。筆者於95年11月對修完該科目的40名主修英文的二專二年級學生進行問卷調查，以瞭解學生對此一科目綱要的教學內容之態度及偏好評價。統計分析結果顯示學生對此一科目綱要的教學內容普遍給予極高的正面評價。本文最終則簡短討論此一問卷調查結果對英文作文教師的教學啟示，以及本研究的限制。

關鍵字

英文寫作；英文作文；科目綱要；學習者自主性

並列摘要

This paper describes a year-long English composition course syllabus designed both to ease Taiwanese EFL (English as a foreign language) writing teachers' heavy burden of correcting students' written work and to produce self-reliant, autonomous student writers with the willingness and ability to continue to hone their English writing skills by themselves beyond the classroom throughout their lives. This ”learner autonomy-based” course was conducted over the 2005-2006 academic year in a two-year program at a junior college of continuing education in northeastern Taiwan. In order to investigate students’ perceptions of the course design and their preferences for the components of the course syllabus, a survey questionnaire using a five-point Likert Scale was administered in November 2006 to the 40 second-year English major students who had taken and finished the required English composition course. The results of the survey indicate that the students generally held highly positive views of the course design. The pedagogical implications and limitations of this study are briefly discussed in the last section of this paper.