國際學院學生英語口說能力學習策略及因素分析__臺灣人文及社會科學引文索引資料庫

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題名：	國際學院學生英語口說能力學習策略及因素分析
作者：	魏麥可
作者(外文)：	Michael Joe Allie
校院名稱：	國立高雄師範大學
系所名稱：	英語學系
指導教授：	李翠玉
學位類別：	博士
出版日期：	2015
主題關鍵詞：	strategies；speaking-related；structural equation modeling；strategies；speaking-related；structural equation modeling
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:6

Abstract
This study examines the speaking-related language learning strategies employed by 116 freshmen from four departments in an international business college in Southern Taiwan. In addition, it explores the factors that underlie the subjects’ speaking-related language learning strategy use, and proposes a theoretical model of language learner engagement in target language speaking activities.
There are 116 participants in this study. They had at least six years of junior and senior high school English language learning experience, with 2% from all-English education grade schools and 98% from grade schools in Asian countries where the language of instruction was one of the following languages: Mandarin Chinese, Malay, Korean, or Cantonese. The participants included 41 males and 75 females who majored in four subject areas: international finance, entertainment management, tourism and hospitality, and business administration.
Strategy Inventory for Language Learning (SILL EFL/ESL version 7.2) developed by Oxford (1990) was used to measure the intensity of students’ language-learning strategy use. As well, a general background questionnaire was used to collect demographic and other related data from students and a Semi-structured Interview Guide for Teachers was used for interviewing four EFL teachers. Data were analyzed using descriptive analysis, Pearson r correlation analysis, one-way ANOVA analysis, independent test, factor analysis and structural equation modeling.
Results from the descriptive and correlation analyses showed that proficiency level has a significant effect on strategy choice and use. More proficient and less proficient learners chose and used learning strategies of different levels of intensity, although overall the strategy category preferences showed similar discrete preference patterns. The more proficient learners used more learning strategies. They used metacognitive strategies and cognitive strategies the most, and affective and compensation strategies the least. The less proficient learners in this study overall made strategy choices similar to the more proficient learners in regard to strategy categories. However the level of intensity of use was lower than that of the more proficient learners. Moreover, the more proficient learners used more categories of strategies. In addition, they used metacognitive strategies to monitor, orchestrate and evaluate their strategy use. These strategy choice and use patterns distinguished the high proficiency learners from the low proficiency learners.
Factorial analysis revealed four variables: uncertainty, cognition, willingness and engagement that were tested and confirmed for validity as factors. The four factors were used to create a model of student engagement in English speaking-related activities. This model is presented as a preliminary step. Further research is needed to explore its pedagogical application in EFL curriculum design and teaching.

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