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題名：A Study of the Relationship of TOEIC in Academic and Employment
書刊名：東亞論壇
作者：林佳慧／陳昱彣
作者(外文)：Lin, Chia-hui／Chen, Yu-wen
出版日期：2010
卷期：467
頁次：頁91-117
主題關鍵詞：多益；學習環境；課堂結構；滿意度；學術；職場；TOEIC；Learning environment；Classroom structure；Satisfaction；Academic；Employment
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本研究探討多益在學術與職場上的學習環境，課堂結構和滿意度。多益是用來測量職場上國際工作環境的英文能力。一些大學也用多益考試當課程或英文進度的提升。本研究主要的目的是去測量非實驗性,定量,描述統計,探索性因素分析，共變數，二因子變異數分析和多重回歸分析研究設計去探索學習環境和課堂結構的學生和員工的滿意度。 本研究採用三份調查表和6個人口統計。這三個問卷調查： a) Taylor 和Fraser (1991)設計的 “建構主義學習環境調查”，b) Church, Elliot, 和Gable (2001)設計的 “學生的課堂結構的認知量表”,c) Johnson, Shaik, 和Palma-Rivas (2000)設計的 “課程相互作用,結構,與支援”。 ㄧ百三十五份問卷回收,回收率達九成,丟失數據佔9%。結果顯示多益後測有統計上的重要性。然而,不同職業在多益上卻沒有統計上的重要性。研究分析發現學習環境，課堂結構和滿意度有統計上的重要性。此外,人口統計特徵, 學習環境，課堂結構和滿意度是有統計上的重要性。 本研究侷限在少數參與者。可能影響在教育機構，台灣政府，企業，TOEIC考試，考生，和其他研究人員。未來研究,本研究員應該使用MDS和MANOVA因此讀者可以很容易地讀取數據，並使用更多的依變數進行測試。
The study examined the TOEIC in academic and employment for learning environment, classroom structure, and satisfaction. TOEIC measures people English skill in the international working environment with industry, commerce, and business. Some colleges and universities also employ the TOEIC test as a tool for progress tracking, placement or program evaluation. The primary purpose of this study was to examine the non-experimental, quantitative, descriptive statistics, exploratory factor analysis, ANCOVA , Two-Way ANOVA and multiple regression analysis research design is to explore the relationship of learning environment and classroom structure for the student and employees’ satisfaction. This study utilized three questionnaires and six background demographic characteristic. The three questionnaires were: a) Constructivist Learning Environment Survey (CLES) developed by Taylor and Fraser (1991); b) Students’ Perceptions of Classroom Structure Scale (SPECSS) developed by Church, Elliot, and Gable (2001); and c) Course Interaction, Structure, and Support (CISS) developed Johnson, Shaik, and Palma-Rivas (2000). One hundred and thirty-five surveys were returned, a return rate was 90% and missing data was 9%. The result showed the TOEIC post-test has statistic significant than the TOEIC pre-test. However, There was no statistic significant between various occupation (business, educational, medical organizations) and TOEIC. Analysis of the research found significant relationship among learning environment (Student Negotiation, Shared Control, Uncertainty), classroom structure (Recognition, Evaluation), and satisfaction (Interaction, Structure, Support). In addition, there were significant explanatory variables with background demographic characteristics, learning environment, classroom structure, and satisfaction (Interaction, Structure, Support). This study was limited to small number of the participants. Practical implication for the finding may might important to educational organizations, Taiwan government, companies, TOEIC test- takers, and other researchers. In future studies, the researcher should use MDS and MANOV, so the readers can easily to read the data and more dependent variables to be tested.
期刊論文
1.Church, M. A.、Elliot, A. J.、Gable, S. L.(2001)。Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes。Journal of Educational Psychology，93(1)，43-55。  new window
2.Gilfert, S.(1996)。A review of TOEIC。The Internet TESL Journal，2(8)。  new window
3.Piccoli, G.、Ahmad, R.、Ives, B.(2001)。Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training。MIS Quarterly，25(4)，401-426。  new window
4.Bailey, K. D.(2002)。The effects of learning of strategies on student in teraction and student satisfaction。Journal of Teaching in Traveling & Tourism，4(4)，23-36。  new window
5.Carrol, J. B.(1963)。A model for school learning。Teacher College Record，64(2)，723-733。  new window
6.Chen, C. C.(2000)。Constructivist learning environment in a cross-national study in Taiwan and Australia。International Journal of Science Education，22(1)，37-55。  new window
7.Hom, W.(2002)。Applying customer satisfaction theory to community college planning of students services。IJournal，2(1)，21-35。  new window
8.Johnson, S. D.、Aragon, S. R.、Shaik, N.、Palma-Rivas, N.(2000)。Comparative analysis of learner satisfaction and learning outcomes in online and face-to face learning environments。JI. of Interactive Learning Research，11(1)，29-49。  new window
9.Sahin, I.(2007)。Predication student satisfaction in distance education and learning environments。Turkish Online Journal of Distance Education，8(2)，114-119。  new window
10.Pebuck, M.(2003)。The use of TOEIC by companies in Japan。NUCB JLCC，5(1)，23-32。  new window
11.Slade, G.(2008)。The TOEIC-The critical review。福井工業大學研究紀要，38(5)，85-94。  延伸查詢new window
12.Squire, D.、Huitt, W.、Segars, J.(1981)。Improving classroom and school: What's important。Educational Leadership，39(3)，174-179。  new window
13.Newfields, T.(2005)。TOEIC wahbacks effects on teachers: A pilot study at one university faculty。Toyo University Keizai Ronshu，31(1)，83-106。  new window
14.Sinharay, S.、Powers, D. E.、Feng, Y.、Saldivia, L.、Giunta, A.、Simpson, A.、Weng, V.(2009)。Appropriateness of the TOEIC bridge test for three students in three countries of south America。Language Testing，26(4)，589-619。  new window
15.Wu, W. C.、Wu, P. H.(2008)。Creating and authentic EFL learning environment to enhance student motivation to study english。Asia EFL Journal，10(4)，211-226。  new window
16.Zhang, S.(2006)。Investigating the relative effects of persons, items, sections, and language on TOEIC score dependability。Language Testing，26(3)，351-369。  new window
會議論文
1.Chang, C. P.、Shu, M. Z.(2000)。The experiment research for English teaching with small class of junior high school (Electronic version)。  new window
學位論文
1.Guo, Y. C.(2007)。The relationship between elementary school students' perception of English classroom structures and achievement goals in Taiwan。  new window
圖書
1.McNamara, T. F.(2000)。Language testing。Oxford：Oxford University Press。  new window
2.Educational Testing Service(1998)。TOEIC technical manual。Princeton, NY。  new window
3.Educational Testing Service(2008)。TOEIC examine handbook-listening & reading。Princeton, NY。  new window
4.Educational Testing Service(2003)。TOEIC from A to Z。Princeton, N.J.：Educational Testing Service。  new window
5.Lougheed, L.(2003)。How to prepare for the TOEIC test (Test of English for International Communication)。Hauppauge, NY。  new window
6.Powers, D. E.、Kim, H. J.、Weng, V. Z.(2008)。The resigned TOEIC (Listening and Reading) test: Relations to test-taker perceptions of proficiency in English。Princeton, NY。  new window
7.Smith, R. M.、Neisworth, J. T.、Greer, J. G.(1978)。Evaluating educational environments。Columbus, OH。  new window
8.Taylor, P. C.、Fraser, B. J.、White, L. R.(1991)。CLES an instrument for monitoring the development of constructivist learning environment。New Orleans。  new window
9.Wilson, K. M.、Nagara, S. K. N.、Woodhead, R.(2004)。TOEIC/LPT Relationship in academic and employment contexts in Thailand。NJ。  new window
10.Yasuo, K.(2009)。The TOEIC program celebrates 30 years of measuring global workplace English; test that began with 3,000 test takers now administers more than 5 million tests per Year。Marketwire, Toronto。  new window
11.Pintrich, P. R.、Schunk, D. H.(2002)。The role goals and goal orientation。Motivation in Education: Theory, Research, and Applicants 2nd。London。  new window
12.Epstein, J. L.(1988)。Effective school or effective students: Dealing with diversity。Polices for American's public schools: Teacjer, equator, and indicator。Norwood, NJ。  new window
其他
1.Public Relation Department(2005)。TOEIC in action around the globe，www.toeic.or.jp/toeic_en/pdf/newsletter/newsletterdigest89.pdf， 20100121。  new window
 
 
 
 
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