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題名:自控、自我效能在專業英語訓練效果之影響:柯氏訓練模式在我國空軍二年制學校之研究
作者:蘇芊菫
作者(外文):Chien-Chin Su
校院名稱:義守大學
系所名稱:工業管理學系
指導教授:徐祥禎
薄喬萍
學位類別:博士
出版日期:2023
主題關鍵詞:柯克帕特里克模式自我控制自我效能全英語授課Kirkpatrick modellocus of controlself-efficacyEMI (English as a Medium of Instruction)
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在空軍學校兩年制學校專業課程英語教學提升英語運用能力上,配合目前我國的F-16戰機,將要逐步升級成F-16V,加上增購的66架,預計最快2026年將全數換裝、升級完成,因此空軍飛行員及地勤維修人員未來均有赴美國空軍路克基地完成F16換裝訓練需求,故空軍需要培養空、地勤雙語人才需求。本研究以Kirkpatrick的訓練評估模式為基礎,以四個層級為模型(1)對訓練的反應、(2)學習措施、(3)行為措施、(4)結果,並在此柯式基礎下本研究架構之下加入了自我控制,及自我效能的變量來探討自控是否會調節課程滿意度對學習成績的關係,以及自我效能是否會調節學習成績以及學習成效對自我效能的關係。本研究調查的對象為空軍航空技術學院兩年制454位學生,研究使用描述性統計、t檢定、模型區別效度分析、路徑分析、中介與干擾效果分析、變異數分析及結構方程式來進行分析。研究結果發現:
(一)課程滿意度對學習成績有顯著有顯著影響。
(二)學習成績對自評學習成效有顯著影響。
(三)學習成績對行為效果有顯著影響。
(四)自評學習成效對行為效果有顯著影響。
本研究針對研究結果,對於空軍學校兩年制的教師,對於執行全英語授課上,提出了相關建議。
Taiwan’s Air Force Institute of Technology (AFIT) adopts English as a Medium of Instruction (EMI) in professional courses because our country’s F-16 fighters will gradually be upgraded to F-16V, and 66 more F-16s will be purchased. It is expected that all modifications and upgrades will be completed in 2026 at the earliest. In view of this, Taiwan’s Air Force pilots and ground maintenance personnel may be sent to Luke Air Force Base in the US to receive F16 modification training in the future. Therefore, our Air Force must cultivate talents in both pilots and ground crews. The current research employed Kirkpatrick's model, which has four levels of learning evaluation: (1) Reaction, (2) Learning, (3) Behavior, and (4) Results. Two variables, locus of control and self-efficacy, were incorporated into Kirkpatrick's model to learn whether locus of control affects the relationship between students’ course satisfaction and academic performance, and whether self-efficacy has a moderating effect on the relationship between academic performance and learning outcomes. The research subjects were 454 AFIT students, and descriptive statistics, t-test, discriminant validity, path analysis, mediation and interference effects, ANOVA, and structural equation modeling were used for analysis. The results are as follows:
1. Course satisfaction has a significant impact on academic performance.
2. Academic performance has a significant impact on learning outcomes.
3. Academic performance has a significant impact on behavioral effects.
4. Learning outcomes have a significant impact on behavioral effects.
Therefore, this study leverages the above findings to provide English teaching recommendations for AFIT teachers.
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