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題名:檔案評量對成人英語學習者自我導向學習傾向、學習策略及學習成效影響之研究
作者:吳若己 引用關係
作者(外文):Wu, Rouh-jii
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:楊國德
學位類別:博士
出版日期:2006
主題關鍵詞:檔案評量成人英語學習自我導向學習傾向學習策略學習成效Portfolio AssessmentAdult English LearningSelf-directed Learning ReadinessLearning StrategiesLearning Effects
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本研究旨在分析檔案評量對成人英語學習者之自我導向學習傾向、學習策略、學習成效等影響的程度。主要研究目包括:一、探討成人英語學習者的自我導向學習傾向、學習策略與學習成效之情形。二、分析成人英語學習者之個人背景變項與自我導向學習傾向、學習策略與學習成效之關係。三、比較檔案評量與傳統教學對學習者自我導向學習傾向、學習策略、學習成效之差異。四、探討檔案評量對學習者自我導向學習傾向、學習策略、學習成效的影響。五、分析檔案評量對於成人英語學習者在英語學習過程中的影響。
本研究首先深入探討檔案評量的基本概念、理論基礎、實施方法、相關研究等議題,並根據文獻探討及蒐集之資料,編寫實施檔案評量課程設計,然後進行檔案評量教學準實驗教學研究,研究設計採用準實驗前、後測設計,選取南部某大學夜間部進修之成人學生,以不影響受試者之學校班級生態為原則,班級為單位隨機選取為實驗組與控制組兩組,並在實驗處理前後實施前測、後測,實際檢驗檔案評量教學運用於成人英語學習者之成效。
綜合研究發現,本研究歸納獲致下列結論:
一、 成人學習者逐漸成為高等教育重要的一環,需要發展符合成人學習特性的學習、教學與評量方式。
二、檔案評量符合成人英語學習者特性,應可發展成為終生語言學習認證的基礎。
三、實施檔案評量實驗後,成人英語學習者之英語能力提升,以寫作能力提升最多。
四、實施檔案評量時,成人英語學習者之個人背景變項,會影響自我導向學習傾向、學習策略、學習成效等方面之表現。
五、檔案評量比傳統教學,對成人英語學習者之自我導向學習傾向、學習策略、學習成效等方面,有更高的提升效果。
六、實施檔案評量時,成人英語學習者的自我導向學習傾向對於學習策略與學習成效有提升效果。
七、實施檔案評量時,成人英語學習者的學習策略對於學習成效有提升效果。
八、檢視成人英語學習者的檔案,可幫助教學者了解學習者的學習歷程。
最後根據本研究的發現與結論,針對發展檔案評量實務應用、教學者、學習者及後續研究的建議;希望提供進一步研究之參考。
This research aimed to examine and compare the influences of the Portfolio Assessment for adult English learners with traditional teaching among Self-directed Learning Readiness, Learning Strategies, and Learning Effects. The purposes of this research included: (1) examine the situations of adult English learners on Self-directed Learning Readiness, Learning Strategies, and Learning Effects; (2) reveal the influences of Self-directed Learning Readiness, Learning Strategies and Learning Effects according to adult learners’ demographic statistics; (3) compare the influences of the Portfolio Assessment for adult English learners with traditional teaching among Self-directed Learning Readiness, Learning Strategies, and Learning Effects; (4) explore the influences of Self-directed Learning Readiness, Learning Strategies and Learning Effects; (5) providing the information and feedback of adult English learners during the process of applying Portfolio Assessment.
After profoundly examining the essential conceptions, methodology, implementation, related issues, literature review, and data collecting of the Portfolio Assessment, this research designed the Portfolio Assessment curriculum and then began to practice this Portfolio Assessment curriculum for the technological university freshmen of continuing and extending division in southern Taiwan. Furthermore, this research conducted a quasi-experimental experiment with pre-test and post-test format. The subjects in the experimented group employed Portfolio Assessment to conduct their learning activities, while those in the control group received the traditional teacher-directed instruction.
The findings of this study were as following:
1. The adult learners became important parts of higher education, and it brought the necessity of providing more suitable ways of assessment for them.
2. Portfolio Assessment meets adult English learners’ need and can provide the opportunities to be the lifelong learning accreditation.
3. After one semester of applying Portfolio Assessment, adult English learners made great progress on writing skills.
4. The findings revealed that adult English learners’ demographic statistics had significant influences on Self-directed Learning Readiness, Learning Strategies and Learning Effects.
5. The Experimental group increased more than the Control group after Portfolio Assessment.
6. Self-directed Learning Readiness had significant influences on Learning Strategies and Learning Effects.
7. Learning Strategies had significant influences on Learning Effects.
8. Teachers could understand adult English learners’ learning process through portfolios.
Based on the research findings, this study provided some suggestions.
Keywords: Portfolio Assessment, Adult English Learning, Self-directed Learning Readiness, Learning Strategies, Learning Effects
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