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題名：CREAM方案對南台灣非英語系大學生之英語口說表現之效益研究
作者：陳楓旻
作者(外文)：CHEN, FENG-MIN
校院名稱：國立高雄師範大學
系所名稱：英語學系
指導教授：張玉玲
學位類別：博士
出版日期：2020
主題關鍵詞：CREAM方案；英語口說教學；創造力；反省力；學習效能；主動性；學習動機；CREAM program；English speaking instruction；Creativity；Reflection；Effectiveness；Activeness；Motivation
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本論文旨在探討 CREAM (creativity, reflection, effectiveness, activeness, and motivation)方案對南台灣非英語系大學生之英語口說表現之效益研究。本研究 以南台灣某大學八十位修習英語為外語課程之非英語系大學生為研究對象。根 據全民英語能力分級檢定測驗英語口說考試成績，研究者將參與研究之學生分 為控制組(四十人)及實驗組(四十人)，且兩組學生之前測英語程度無顯著差 異。本研究比較分析非英語系大學生接受英語口說教學之英語口說前測及後測 成績，並調查兩組受試學生對英語口說表現之看法。此外，本研究探討實驗組 受試學生對於 CREAM 方案五大面向之看法，包括創造力、反省力、學習效能、 主動性以及學習動機。再者，本研究針對實驗組受試學生對於 CREAM 方案之 收穫、困難、建議之態度進行分析。在 CREAM 方案訓練之後，本研究之結果 摘要如下: 一、控制組及實驗組學生的英語口說後測成績相較於英語口說前測成績有顯著差異。進而，實驗組學生後測平均分數比控制組學生高，顯示接受 CREAM方案後，實驗組學生較控制組學生能更有效地提升英語口說之能力。
二、控制組及實驗組學生對於英語口說表現後測問卷之回應具有十一項顯著差異。進而，實驗組學生的後測平均分數比控制組學生高，顯示接受 CREAM 方案後，實驗組學生較控制組學生在英語口說表現上抱持正面回應。具體 來說，在英語口說態度與能力方面，實驗組學生能察覺其英語口說表現具有明顯的進步。進而，實驗組學生能在不同情境下，使用各種言談標記，不僅提升學習英語之動機，亦積極融入課堂學習及踴躍表現英語口說。
三、多數實驗組學生對於 CREAM 方案的五大面向抱持正面與肯定的看法，其中包含創造力、反省力、學習效能、主動性以及學習動機。在創造力方面， 多數實驗組學生不僅能發揮創意說出流利的英語，在面對問題時亦能思考 各種解決方案。在反省力方面，多數實驗組學生在學習過程中遇到問題 時，能夠檢視問題，主動診斷學習過程，並能解決問題。在學習效能方面， 多數實驗組學生會在行事曆上紀錄待辦事項，以利規劃及管理整體的學習 時間。進而，學生在對話時，亦能省去細節並抓住對話重點。在主動性方 面，多數實驗組學生除了能主動回答教師問題以及積極參與課堂上的師生 交談互動，亦會在課前預習教學內容或是記錄課堂所學之內容以利日後複 習。此外，在學習動機方面，多數實驗組學生會為了未來求職、獎學金、 課堂參與加分等原因而認真學習英文。
四、在實驗後，實驗組學生對於在 CREAM 方案後的收獲、問題及建議，大多 持有正面的態度。具體而言，多數實驗組學生表示有三大收穫，分別為增 進整體英語口說表現、主動參與課程、提升英語口說學習動機。此外，多 數實驗組學生在課堂上遇到許多英語學習上的困難，原因主要是英語單字 量過少及英語文法知識不足。為了解決這些困難，多數實驗組學生建議 CREAM 方案增加寓教於樂的課堂活動以及有趣之英語口說教材。
根據上述之研究結果，研究者提供幾項關於英語口說教學之建議。首先， 建議英文教師可結合 CREAM 方案五大面向(包含創造力、反省力、學習效能、 主動性以及學習動機)於大學英文口說課程。其次，建議學生擴充英文口說片 語及熟悉英文語音變化，進而提升英語口說之流利度。最後，建議教材出版社 在編纂英語口說教材時能多使用影音短片，以利激發學生學習英語之興趣。
This study aims to examine the effects of the CREAM (creativity, reflection, effectiveness, activeness, and motivation) program on English speaking performance for non-English majors in a university in southern Taiwan. To achieve the purpose, 80 students were recruited and divided into two groups; one was a control group (CG) with the traditional English speaking instruction, and the other was an experimental group (EG) with the CREAM program. The subjects were similar in their English proficiency level on the basis of their scores of the General English Proficiency Test (GEPT). This study compared the CG’s and the EG’s English speaking performance before and after the English speaking instruction. In addition, this study investigated the CG’s and the EG’s responses to English speaking performance after the English speaking instruction. Moreover, this study examined the EG’s responses to creativity, reflection, effectiveness, activeness, and motivation after the CREAM program. Furthermore, the study analyzed the EG’s gains, difficulties, and suggestions for the CREAM program. Based on the data analyses, the findings of the study are summarized as follows:
1. There is a significant difference in the CG’s and the EG’s English speaking performance before and after the English instruction. In addition, the increased mean scores for their English speaking performance showed that the English instruction can successfully enhance the CG’s and the EG’s English speaking performance. To be more specific, the mean scores indicated that the EG showed more improvement than the CG after the study. In addition, the mean score of the EG was higher than that of the CG in the post-tests of English speaking. These results suggest that the EG taught with the CREAM program not only displayed more advancements after the treatment but also performed better than those taught with the traditional English instruction.
2. There are 11 significant differences in the CG’s and the EG’s responses to English speaking performance after the English instruction. In addition, the EG showed more positive responses to their English speaking performance than the CG after the English instruction. To be specific, most of the EG expressed that they had better improvement in overall English speaking performance. In addition, most of them were able to use various discourse markers in different situations. From the result, it shows that the English instruction could provide the EG with a positive learning environment not only to bolster their motivation but also to activate their engagement and involvement in English speaking performance inside and outside the classroom.
3. There are many EG’s positive responses to the five dimensions of the CREAM program in terms of (a) creativity, (b) reflection, (c) effectiveness, (d) activeness, and (e) motivation. In terms of creativity, most of the EG could not only exert their creativity to produce several English oral messages fluently but also think about several possible solutions to the problems. In terms of reflection, most of the EG could examine their problems when they made some mistakes in their learning process. Then they were able to autonomously monitor their learning process and to solve problems immediately. In addition, in terms of effectiveness, most of the EG could write their to-do lists on their calendar to make a thorough plan and arrange for their schedules in order. Also, they could omit the details and grasp the most important information in conversations. In terms of activeness, most of the EG could actively answer questions asked by teachers, talk to teachers in class, and preview or even record what they had learned in class for further review. As for their motivation, most of the EG could study hard in order to find a good job in the future, seek for scholarship, get more points for class participation for a higher ranking in class.
4. The EG students expressed their gains, difficulties, and suggestions for the CREAM program. In terms of gains, the majority of the EG expressed that their English speaking ability was improved because of three gains, including (a) improvement of English speaking ability, (b) active class participation, and (c) motivation for improving English speaking. With regard to their difficulties, a great number of the EG students attributed difficulties to (a) lack of English vocabulary knowledge and (b) inefficiency of English grammar knowledge. To deal with the speaking difficulties, the EG students provided two suggestions for the CREAM program, including (a) more interesting activities for English speaking and (b) more instructional materials for learning to speak English.
Based on the study findings, some pedagogical implications for English speaking instruction are provided. First, EFL teachers can incorporate the five dimensions of the CREAM program, including creativity, reflection, effectiveness, activeness, and motivation, into the English speaking program in universities. Second, EFL students should learn to speak English fluently in the CREAM program, such as producing chunks of language with appropriate phonetic variations. Third, publishers should produce many enticing video clips in students’ English speaking materials.
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