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題名:外語學習動機、自我調節、家庭影響、與語言學習成就之關係:結構方程模型
作者:石惠如
作者(外文):Shih,Huei-Ju
校院名稱:國立彰化師範大學
系所名稱:英語學系
指導教授:張善貿
學位類別:博士
出版日期:2019
主題關鍵詞:外語動機自我機制家庭影響自我效能自我調控能力預期的努力L2 motivational self systemfamily influenceself-efficacyself-regulatory capacityintended effort
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本研究旨在探討外與動機、自我調控能力、及家庭因素對語言學習成就之解釋性。為達成此研究目標,本研究建構並測試一個假設因果關係的學習模型。本研究之結構模型主要以社會認知理論 (Bandura & Walters,1963)為基礎,輔以Dörnyei (2005, 2009)的外語動機自我系統。此研究模式一共含有八個潛在變項,包含:家庭影響,理想的外語自我,責任的外語自我,外語學習經驗,自我效能,自我調控能力,預計付出的努力以及外語成就。
本研究所使用的評量工具包括一份問卷量表以及一份試卷。結構方程模式分析包含測驗模式及結構模式。測驗模式是用以界定指標變項並檢測所界定之指標變項是否可以解釋要測試的理論概念,結構模式則是用來檢驗所假設之結構模式中變數的因果關係。在前導研究之測量模型結果顯示問卷量表與試卷的適配性,而且信度和效度獲得支持,顯示兩項工具能適切回應要探究的構面。由於測驗模式量表的適配度良好,因此奠定結構模式之基礎。
在正式研究中,總共有569 位高中生參與,資料蒐集歷經110分鐘,依序實施兩種評量工具:動機量表與英語讀寫測驗,並使用結構方程模式檢測此模式
之適配度。
結構模式之結果顯示家庭影響,外語動機,自我效能及自我調控在外語學習有顯著重要的角色。以動機而言,家庭影響對學習者外語動機影響最大。此外,學習者的理想的外語自我以及外語學習經驗有助於增進他們的自我效能;然而責任的外語自我卻降低自我效能。以學習成就而言,自我效能的影響最大,其次是家庭因素或者父母期望。學習者的理想外語自我則是第三。
本研究結果啟發重要的意涵:教師可以利用角色扮演的任務,幫助學習者塑造他們的理想外語自我以及責任外語自我,使其明確了解自己的未來形象,以履行職責或義務。其次,本研究中提出的模型有助於了解外語學習者內心自我。透過該模型,教育工作者可以了解這些影響學習的因素如何相互作用。變數之間因果關係的體現有助於了解從哪個因素注入努力,並帶來最大的效果。此模型亦可運用於其他學科的學習過程
This study aims to explore the causal relationships among L2 motivation, self-regulation, and family influence in language learning achievement. To achieve this research goal, this study constructs and tests a hypothesized learning model that assumes causality. The structural model of this study is based on the social cognitive theory (Bandura & Walters, 1963), supplemented by the L2 motivational self system (Dörnyei, 2005, 2009). This research model contains eight latent variables, including: family influence, ideal L2 self, ought-to L2, L2 learning experience, self-efficacy, self-regulatory capacity, intended effort and L2 achievement.
The assessment tools used in this study include a questionnaire scale and a test paper. A structural equation modeling analysis includes a measurement model and a structural model. The measurement model identifies the indicator variables and tests if a conceptual, grounded theory can be accounted for by the represented indicators. The structural model is used to test the causal relationship of the variables in the structural hypotheses. The results of the measurement model in the pilot study show the goodness-of fit of the questionnaire and the test paper. The reliability and validity are supported, showing that the two tools can respond appropriately to the facet to be explored. Since the fit of the test mode scale is good, the basis of the structural model is laid.
In the main study, a total of 569 high school students participate in the data collection. After 100 minutes of data collection procedures, two assessment tools are implemented: a questionnaire scale and the English test paper. The results of the structural model show that family influence, L2 motivation, self-efficacy and self-regulatory capacity play significant roles in foreign language learning. In terms of motivation, family influence has the greatest impact on learners' L2 motivation. Moreover, learner's ideal L2 self and L2 learning experience can help to improve their self-efficacy, but the ought-to L2 self reduces self-efficacy. In terms of L2 academic achievement, self-efficacy has the greatest impact, followed by family influence or parental expectations. The learners’ ideal L2 self comes the third.
The findings of this study bring important implications. First, teachers can use role-playing tasks to help learners shape their ideal L2 self and ought-to L2 self, so that they can clearly understand their future image in order to perform their duties or obligations. Second, the model presented in this study helps to understand the inner selves of foreign language learners. Through this model, educators can understand how these factors affect language learning. The manifestation of causal relationships between variables helps to understand which factors to put into the effort and bring the greatest results. This model can also be applied to other disciplines.
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