:::

詳目顯示

回上一頁
題名:教學策略對學生學習成效與學習焦慮影響之研究
作者:曾秋玉
作者(外文):Chiou-Yu Tseng
校院名稱:淡江大學
系所名稱:英文學系博士班
指導教授:陳惠美
沈斯瑩
學位類別:博士
出版日期:2013
主題關鍵詞:教學策略教學成效外語學習焦慮SQ3R合作學習電腦輔助教學場地依賴與場地獨立、英文能力分班teaching strategylearning outcomelearning anxietycooperative learningSQ3Rcomputer-assisted learningFD/FIability grouping
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:45
教學策略與教學成效往往是英語教學中最常被討論的議題之一,而學生在英語學習過程中所產生的學習焦慮對學習成效所造成的影響也有其重要性。本研究主旨在探討英語教學策略、學習成效、與學習焦慮三者之間的相互關係。研究對象是台灣北部某科技大學餐旅科系250名大一新生,學生參與的課程為持續十八週的大一英語課程。學生根據統測英文成績共分初、中、高三級別,每級別各兩班共有六個班級。本研究所使用之三種教學策略分別為SQ3R、合作學習、及電腦輔助教學。每兩個班級施行一種教學方式。
學生在期初及期末各接受一次新多益閱讀部分的前測、後測,此閱讀測驗之前測與後測差距乃檢驗學習成效之標準。兩次施測後並填寫Horwitz博士的外語課焦慮問卷(FLCAS);研究期間開始,對合作學習的兩個班級進行群體鑲嵌圖形測驗(GEFT)以區分學生學習型態(learning style)。前者,外語課焦慮問卷(FLCAS)用來測量學生的學習焦慮程度並檢視其變化。而後者,群體鑲嵌圖形測驗(GEFT)則是區別學生場地依賴程度的測量工具。T檢定、單因子變異數分析與迴歸分析等統計工具則用以進行分析教學策略對學習成效、學習焦慮之影響,並探討學習成效與學習焦慮之關係。
本研究發現以下六個結論:(一) 教學策略的施行對學習焦慮與學習成效具顯著影響。(二) 不同的教學策略對學生的學習焦慮與學習成效產生不同程度之影響。(三) 學生的學習焦慮與學習成效呈現負相關。(四) SQ3R策略顯著地提升學生的學習成效並降低其學習焦慮。 (五) 學生的英文程度顯著影響教學策略與教學成效的關係。(六) 場地依賴(FD)與場地獨立(FI)之學習組合在合作學習中學習成效最佳。
本研究更進一步顯示:(一)學生的英文程度對於老師的教學策略有舉足輕重的影響。 (二) 英文能力分班的可行性是確定的。(三) 場地依賴與獨立的特質也可以應用在職場的分工合作。
The effect of teaching strategies on students’ learning performance is one of the crucial issues in EFL. Also the relationship between learning anxiety and learning performance is another focused topic. This study explored the relationship between English teaching strategies, language learning outcomes, and English learning anxiety. The participants of this study were 250 freshmen in a university of science and technology in northern Taiwan. The three teaching strategies used in this study were cooperative learning, SQ3R, and computer-assisted learning. The tool used to examine the reading performance was the reading portion of the New Test of English for International Communication (New TOEIC). The learners’ learning anxiety level was tested using Horwitz’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). Moreover, to facilitate the learning process of the cooperative groups, the Group Embedded Figures Test (GEFT) was utilized to determine the learning pattern of the students—field dependence or field independence. The statistical tools used in this study were T-test, one-way ANOVA and regression analysis.
Six conclusions were drawn in this study. (1) Implementing a teaching strategy influences language learning anxiety as well as the performance of the learner. (2) Different teaching strategies affect both learning anxiety and learning performance in different ways. (3) There exists a negative relationship between learning anxiety and performance. (4) The implementation of the SQ3R method significantly influences the negative relationship between language learning anxiety and performance. (5) The proficiency level does not moderate the relationship between strategy and anxiety, while the relationship between strategy and performance is significantly moderated by the proficiency level. (6) The best combination of the FD/FI (field-dependent and field-independent) learning styles in the cooperative learning strategy results in a significant difference in performance.
In addition, three research implications were found in this study. They are: (1) the importance of language proficiency level in finding the right teaching strategy, (2) the practice of ability-grouping in English classes, and (3) the implication of FD/FI tendency on cooperation in the workplace.
REFERENCES

Abdullah Gharbavi, &; Seyyed Ahmad Mousavi. (2012). Do language proficiency levels correspond to language learning strategy adoption? English Language Teaching, 5(7), 110-122.
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope''s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2).
Alexander, P.A., &; Murphy, P.K. (1998). Profiling the differences in students'' knoweledge, interest and strategic. Journal of Educatiobnal Psychology, 90(3), 435-447.
Alexander, P.A. ,&; Jetton, T.L., &; Kulikowhich, J.M. (1995). Interrelationship of knowledge, interest and recall: Assessing a model of domain learning. Journal of Educational Psychology, 87(4), 559-575.
Algozzine, B. (2002). TIPS FOR TEACHING: How to tutor students with reading comprehension problems. Preventing School Failure, 47(1), 45-45.
Alharbi, L. A. (2008). The effectiveness of using cooperative learning method on ESL reading comprehension performance, students'' attitudes toward CL, and students'' motivation toward reading of secondary stage in Saudi public girls'' schools. (Ed.D., West Virginia University).
Aliweh, A. M. (2011). Exploring Egyptian EFL students'' learning styles and satisfaction with web-based materials. CALICO Journal, 29(1), 81.
Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. IRAL, International Review of Applied Linguistics in Language Teaching, 41(4) .
Almekhlafi, A. G. (2006). The effect of computer assisted language learning (CALL) on united Arab emirates English as a foreign language (EFL) school students'' achievement and attitude. Journal of Interactive Learning Research, 17(2), 121-142.
Artis, A. B. (2008). Improving marketing students'' reading comprehension with the SQ3R method. Journal of Marketing Education, 30(2), 130-137.
Atasheneh, N., &; Izadi, A. (2012). The role of teachers in Reducing/Increasing listening comprehension test anxiety: A case of Iranian EFL learners. English Language Teaching, 5(3), 178-187.new window
Baker, L., &; Brown, A.L. (1984). Metacognitive skills and reading. In P. David Pearson(Ed.) Handbook of reading research. New York: Longman.
Bakken, J. P., Mastropieri, M.A., &; Scruggs, T.E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. Journal of Special Education, 31, 300-324.
Blin, O. &; Appel, C. (2011). Computer supported collaborative writing in practice: An activity theoretical study. CALICO Journal, 28(2), 473.
Block, H., Ocstdam, R.,&; Otter, M.E.,&; Overmaat, M. (Spring,2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72(1), 101-130.
Brown, H.,&; Ciuffetelli, D.C. (eds.) (2009). Foundational methods: Understanding teaching and learning. Toronto: Pearson Education.
Brown, H. D., (1994). Principle of language learning and teaching (3rd ed.). New York: Prentice Hall Regents.
Carlo, M.S., &; August, D.,&; McLaughlin, B., &; Snow, C.E. et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215.
Casado, M.A.,&; Dereshiwsky, M. (2004). Effect of education strategies on anxiety in the second language classroom: An exploratory comparative study between U.S. and Spanish first-semester university students. College Student Journal. 38(1), 23-35.
Caverly, D. C., Orlando, V. P., &; Mullen, J. L. (2000). Textbook study reading. In R. F. Flippo &; D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 105-147). Mahwah, NJ: Erlbaum.
Chia, H.U. (2007). Exploring Taiwanese college EFL students’ interaction pattern, reading comprehension and reader response in cooperative learning. A dissertation of Doctor degree.
Chang, C.Y., &; Shen, M. C. (2010). The effects of beliefs about language learning and learning strategy use of junior high school EFL learners in remote districts. Research in Higher Education Journal, 8, 1-8.
Chang, H.S. (2003). The effects of various ability groupings on learning attitude and academic achievement of cooperative learning groups. A thesis for master of arts.
Chapelle, C.A. (2010). The spread of computer-assisted language learning. Lang. Tech.43(1), 66-74.
Chen, M. L., &; Hung, L.M. (2012). Personality type, perceptual style preferences, and strategies for learning English as a foreign language. Social Behavior &; Personality: An International Journal, 40(9), 1501-1510.
Chen, Y. R. (2007). The development of university student''s self regulated learning strategy scale on English reading A thesis in Tzu Chi University.
Chi, C.Y. (2012). The relationship between language learning strategy use and learning motivation in cooperative English learning groups. Thesis for the Degree of Master.
Clifford, T. (2008). Teachers'' use of comprehension strategy instruction: A mixed-methods study of a school with a record of success. (Ed.D., University of Massachusetts Lowell). ProQuest Dissertations and These.
Coelho, E. (1992). Cooperative learning: Foundation for a communicative curriculum. In C. Kessler (ed.), Cooperative language learning: A teacher''s resource book. Englewood Cliffs: Prentice Hall Regents
Cormier, K., Schembri, A., Vinson, D., &; Orfanidou, E. (2012). First language acquisition differs from second language acquisition in prelingually deaf signers: Evidence from sensitivity to grammaticality judgment in British sign language. Cognition, 124(1), 50-65.
Crowe, L. K. (2003). Comparison of two reading feedback strategies in improving the oral and written language performance of children with language-learning disabilities. American Journal of Speech-Language Pathology, 12(1), 12.
Dabaghi, A., &; Mohammadi, A. M. (2012). Does it pay off? the effect of social and cultural capital on learners'' language learning strategies. International Journal of Linguistics (IJL), 4(2), 386-399.
Dotson, J. M. (Winter, 2001). Cooperative learning structure can increase student achievement. culminating project. Kagan Online Magazine.
Dudley, B. S., Johnson, D. W., &; Johnson, R. T. (1997). Using cooperative learning to enhance the academic and social experiences of freshman student athletes. The Journal of Social Psychology, 137(4), 449-459.
Ellis, R. (1985). Understanding second language acquisition. Oxford, England: Oxford University Press.
Ellis, R. (1996). The study of second language acquisition. (4th ed.) Oxford University Press.
Feldt, R., &; Byrne, K., &; Bral,C.(1996). Use of guided design to facilitate strategic reading. Reading Improvement, 33, 136-142.
Feldt, R.C., &; Moor, R.E. (1999). Learning how to read empirical research articles: An application of a modified version of SQ3R. Reading Improvement, 36(3), 102-108.
Feldt, R.C., &; Hensley, R. (2009). Recommendations for use of SQ3R in introductory psychology textbooks. Education, 129(4), 584-588.
Feng, C, C. (2001) The effectiveness of grouping in an EFL cooperative learning classroom. A thesis for Master of Art. 158p.
Furney, K. S., &; Salembier, G. (2006). SCAN and RUN: Reading to learn. New England Reading Association Journal, 42(1), 40-44,75.
Ghaith, G. (2003). Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27(3), 451-474,540.
Gharbavi, A., &; Mousavi, S.A. (2012). Do language proficiency levels correspond to language learning strategy adoption? English Language Teaching, 5(7), 110-122.
Gilbert, S. L. (2008). An examination of the effects of computer-assisted-instruction on reading comprehension. M.S. M.S. University of Houston-Clear Lake.
Goodenough, D.R., &; Witkin, H.A. (1977). Origins of the field-dependent and field-independent cognitive styles. Unpublished research bulletin, Princeton, NJ: Educational Testing Service.
Green, L.R.(1976). Effects of field dependence on affective relations and compliance in dyadic inter-actions. Journal of Personality and Social Psychology, 34, 569-577.
Grimstad, K., &; Grabe, M. (2004). Are online study questions beneficial? Teaching of Psychology, 31(2), 143-146.
Guilford, J.P. (1980). Cognitive styles: What are they?” Educational and Psychological Measurement, 40, 715-735.
Gurung, R. A. (2003). Pedagogical aids and student performance. Teaching of Psychology, 30(2), 92-95.
Hadwin, A. F., &; Winne, P. H. (1996). Study strategies have meager support: A review with recommendations for implementation. The Journal of Higher Education, 67(6), 692-715.
Hashem Ahmed Alsamadani. (2011). The effects of the 3-2-1 reading strategy on EFL reading comprehension. English Language Teaching, 4(3), 184-191.
Hofer, B. K., &; Yu, S.L. (2003). Teaching self-regulated learning through a "learning to learn" course. Teaching of Stchology, 30(1), 30-33.
Horwitz, E.K., Horwitz, M.B., &; Cope, J. (Summer,1986). Foreign language classroom anxiety. The Modern language Journal, 70 (2), pp.125-132.
Horwitz, E.K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
Horwitz. E.K., &; Young, D. (1991). Language anxiety: From theory and research to classroom implications. Upper Saddle River, NJ: Prentice Hall.
Hsiung, C. (2012). The effectiveness of cooperative learning. Journal of Engineering Education, 101(1), 119-137.
Hsu, L.Y. (2008). Chinese EFL college students’ beliefs about reading and reading strategies in L1 and L2. A dissertation of Doctor degree.
Huber, J.A. (2004). A closer look at SQ3R. Reading Improvement, 41(2), 108-112.
Jafarigohar, M. (2012). The effect of anxiety on reading comprehension among distance EFL learners. International Education Studies, 5(2), 159-174.
Johnson, D., &; Johnson. J., R. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
Johnson, D., &;. Johnson J., R., &; Smith, K.A. (1998).Active Learning: Cooperative in the college classroom, (2nd ed.).Interaction Book: Edina, MN.
Johnson, D. W., &; Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
Johnson, D., &; Johnson, R. (1990). Social skills for successful group work, Educational Leadership, 47 (4), 29-33.
Johnson, D., &; Johnson, R. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (4th Ed.). Boston: Allyn &; Bacon.
Johnson, D., Johnson, R., Stanne, M., &; Garibaldi, A. (1990). Impact of group processing on achievement in cooperative group Journal of Social Psychology, 130, 507-516.
Johnson, D. W., Johnson, R. T., &; Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis.
Keefe, J. W. (1979). Student Learning Styles: Diagnosing and Prescribing Programs. Reston, VA: National Association of Secondary School Principals.
Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38(1), 108-119.
Khan, Z.A., &; Zafar,S. (2010). The effects of anxiety on cognitive processing in English language learning. English Language Teaching, 3(2), 199-209.
King, M. H. (1985). The impact of computer assisted instruction on the acquisition of English as a second language. , Educate. D. United States International University.
Klingner, J. K., Urbach, J., &; Golos, D., &; Brownell, N., &; Menon, S. (2010). Teaching reading in the 21st century: A glimpse at how special education teachers promote reading comprehension. Learning Disability Quarterly, 33(2), 59-75.
Kongrith, K., &; Maddux, C. D. (2005). Online learning as a demonstration of type II technology: Second-language acquisition. Computers in the Schools, 22(1), 97-110.
Kuehner, A. V. (1999). The effects of computer-based vs. text-based instruction on remedial college readers. Journal of Adolescent &; Adult Literacy, 43(2), 160-169.
Lau, K. L. (2007). Chinese language teachers’ orientation to reading instruction and their instructional practice. Journal of Research in Reading, 30(4), 414-428.
Lei, S.A., Berger, M.A., Plummer, C.V., &; Rosenberg, W. (2010). Strategies for improving reading skills among ELL college students. Reading Improvement, 47(2), 92-105.
Lei, S. A., Rhinehart, P. J., &; Howard, H. A., &; Cho, J. K. (2010). Strategies for improving reading comprehension among college students. Reading Improvement, 47(1), 30-42.
Li, F. (2010). A study of English reading strategies used by senior middle school students. Asian Social Science, 6(10), 184-192.
Liao, K. H. (2011). The effect of learning strategy and self-management on learning efficiency: Empirical analysis from universities'' students in Taiwan. The Journal of Human Resource and Adult Learning, 7(2), 13-22.
Liu, J. (2010). Language learning strategies and its training model. International Education Studies, 3(3), 100-104.
Liu, M., Moore, Z., Graham, L., &; Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273.
Llinás, M.M., &; Garau, M.J. (2009). Effects of language anxiety on three proficiency –level courses of Spanish as a foreign language. Foreign Language Annals, 42(1), 94-111.
MacIntyre, P.D. (1995a). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99.
MacIntyre, P.D. (1995b). On seeing the forest and the trees: A rejoinder to Sparks and Ganschow. The Modern Language Journal, 79(2), 245-248.
MacIntyre, P.D. ,&; Gardner, R.C. (1989). Anxiety and second-language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.
MacIntyre, P.D., &; Gardner, R.C. (1991a). Methods and results in the study of anxiety and language learning. A review of the literature. Language Learning, 41(1), 85-117.
Mason, K. (2006). Cooperative learning and second language acquisition in first-year composition: Opportunities for authentic communication among English language learners. Teaching English in the Two Year College, 34(1), 52-58.
Matsumura, S., &; Hann, G. (2004). Computer anxiety and students'' preferred feedback methods in EFL writing. Modern Language Journal, 88(3), 403-415.
Motha, S. (2009). Review of doctoral research in second-language teaching and learning in the United States (2006-2007); review of doctoral research in second-language teaching and learning in the United States (2006-2007); review of doctoral research in second-language teaching and learning in the United States (2006-2007); review of doctoral research in second-language teaching and learning in the United States (2006-2007). Language Teaching, 42(2), 234-255.
Murray, B. (2010). Students'' language learning strategy use and achievement in the Korean as a foreign language classroom. Foreign Language Annals, 43(4), 624-634.
Nisbet, D. L., Tindall, E. R., &; Arroyo, A. A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38(1), 100-107.
Olsen, R., &; Kagan S. (1992). About cooperative learning. Cooperative language learning: A teacher’s resource book. New York: Prentice Hall.1-30.
O’Malley, J. A., Chamot, A.U., Stewner-Manzanares, G., Kupper, L., &; Russo. R.P. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly 19, 557-584.
O’Malley, J.M., &; Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper Collins.
Oxford, R.L. (1992). The story of the SILL: Evaluation, use, reliability, and validity of the strategy inventory for Language Learning around the world. Tuscaloosa, AL: University of Alabama.
Oxford, R. L., &; Cohen, A.D. (1992). Language learning strategies: Crucial issues of concepts and classification. Applied Language Learning. 3(1-2), 1-35.
Park, C. N., &; Son, J. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers'' perceptions and perspectives. International Journal of Pedagogies &; Learning, 5(2), 80-101.
Parveen, Q., &; Batool, S. (Apr 2012). Effect of cooperative learning on achievement of students in general science at secondary level. International Education Studies, 5(2), 154-158.
Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich &; M. Zeidner (Eds.) Handbook of Self-regulation. San Diego, CA: Academic Press.
Riffat-un-Nisa Awan, Musarrat Azher, Muhammad Nadeem Anwar, &; Anjum Naz. (2010). An investigation of foreign language classroom anxiety and its relationship with students'' achievement. Journal of College Teaching and Learning, 7(11), 33-40.
Richards, J.C., &; Rodgerss, T.S. (2005). Approaches and methods in language teaching. (2nd ed.). Cambridge University Press.
Roberts, K. D., Takahashi, K., Park, H., &; Stodden, R. A. (2012). Supporting struggling readers in secondary school science classes. Teaching Exceptional Children, 44(6), 40-48.
Robinson, F. P. (1941). Diagnostic and remedial techniques for effective study. New York: Harper Brothers.
Sadeghi, N. et al. (2012). Learning styles, personality types and reading comprehension performance. English Language Teaching. 5(4), 116-123.
Salembier, G. B. (1999). SCAN and RUN: A reading comprehension strategy that works. Journal of Adolescent &; Adult Literacy, 42(5), 386-394.
Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.
Shefield, R.M., Montgomery, R.J., &; Moody, P.G. (2005). Cornerstone: Building on your Best. Upper Saddle River, NJ.: Pearson/Prentice Hall.
Simpson, M. L., Stahl, N. A., &; Michelle, A. F. (2004). Reading and learning strategies: Recommendations for the 21st century. Journal of Developmental Education, 28(2), 2-4,6,8,10-12,14-15,32.
Siltala, R. (2010). Innovativity and cooperative learning in business life and teaching.University of Turku
Slavin, R. E. (1987). Cooperative learning: Where behavioral and humanistic approaches to classroom motivation meet. The Elementary School Journal, 88, 29-37.
Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice.
Englewood Cliffs, NJ: Prentice-Hall.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd Ed.).
Boston, MA: Allyn and Bacon.
Soong, D. (2012). A study on EFL students'' use of E-learning programs for learning
English -taking a Taiwanese university as an example. English Language Teaching, 5(4), 87-95.
Sparks, R.L., &; Ganschow, L. (1991). Foreign language learning differences: Affective ¬¬¬¬or native language aptitude differences? Modern language Journal, 75, 3-16.
Sparks, R.L.,&; Ganschow, L. (1993a). The impact of native language learning problems on foreign language learning: Case study illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77, 58-74.
Sparks, R.L., &; Ganschow, L. (1993b). Searching for the cognitive locus of foreign language learning difficulties: Linking first and second language learning. Modern Language Journal, 77, 289-302
Sparks, R.L., &; Ganschow, L. (Summer, 2007). Is the foreign language classroom anxiety scale measuring anxiety or language skills? Foreign language annuals. 40(2).
Spinner, P. (2011). Review article: Second language acquisition of bantu languages: A (mostly) untapped research opportunity. Second Language Research, 27(3), 418-430.
Srichanyachon, N. (2011). Cognitive learning styles of EFL students. Journal of College Teaching and Learning, 8(2), 15-23.
Srichanyachon, N. (2011). A comparative study of three revision methods in EFL writing. Journal of College Teaching and Learning, 8(9), 1-8.
Stahl, N. A. (2006). Strategic reading and learning, theory to practice: An interview with Michele Simpson and Sherrie Nist. Journal of Developmental Education, 29(3), 20-24,26-27.
Stilwell. B.S.(1998). The effects of specific read aloud strategies on the attainment of concepts about print in kindergarten children. University of Houston.
Su, M., &; Duo, P. (2012). EFL learners'' language learning strategy use and perceived self-efficacy. European Journal of Social Science, 27(2-4), 335-345.
Suwantarathip, O., &; Wichadee, S. (2010). The impacts of cooperative learning on anxiety and proficiency in an EFL class. Journal of College Teaching and Learning, 7(11), 51-57.
Tran, T. T. T. (2012). A review of Horwitz, Horwitz and Cope''s theory of foreign language anxiety and the challenges to the theory. English Language Teaching, 5(1), 69-75.
Tran, V. D., &; Lewis, R. (2012). Effects of cooperative learning on students at an Giang university in Vietnam. International Education Studies, 5(1), 86-99.
Tseng, C.Y. (2010). A case study of ability grouping in freshman English classes. Tamkang English Journal, 1, 115-128.
Tuan, L. T. (2010). Infusing cooperative learning into an EFL classroom. English Language Teaching, 3(2), 64-77.
Verhoeven, L., &; Leeuwe, J.V. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423.
Wallace, C. (2007). Vocabulary: The key to teaching English language learners to read. Reading Improvement, 44(4), 189-194.
Wang, P. (2011). The effect of computer-assisted whole language instruction on Taiwanese university students'' English learning. English Language Teaching, 4(4), 10-20.
Watson, N. S. M. (1981). The effect of a reading improvement program on the college student. Educate. D. University of Colorado at Boulder. 125 pages.
Watts, L. K. (2009). The impact of explicit instruction on reading achievement. Ed. D. Walden University.
White, H. L. (2004). Nursing instructors must also teach reading and study skills. Reading Improvement, 41(1), 38-50.
Wieseman, R.A., &; Portis, S. C. (1990). Strategies for putting dependent and independent learners in the winner’s circle. Journal of Instructional Psychology, 17(3).
Witkin, H.A., Oltman, O., Raskin, E., &; Karp, S. (1971). A manual of the embedded figures test. Palo Alto, CA: Consulting Psychology Press.new window
Witkin, H.A., Moore, C.A., Goodenough, D. R., &; Cox, P. W. (Winter 1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research. W7(1), 1-64.
Wu, K.H. (2010). The relationship between language learners'' anxiety and learning strategy in the CLT classrooms. International Education Studies, 3(1), 174-191.
Zeidner, M. (1998). Test anxiety: The state of the art. New York, NU: Plenum Press.
Zhao, A. (2009). Foreign language reading anxiety: Investigating English-speaking university students learning Chinese as a foreign language in the United States. (Ph.D., The Florida State University).
Zhao, A. (2009). Foreign language reading anxiety: Investigating English-speaking university students learning Chinese as a foreign language in the united states. (Ph.D., The Florida State University).
Zhou, Y. (2010). English language learning strategy use by Chinese senior high school students. English Language Teaching, 3(4), 152-158.
Zimmerman, B. J. (1990). Self-regulate learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.
Zimmerman, B.J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press.
Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
Zoghi, M., Mustapha, R., &; Maasum, T. N. R. M. (2010). Collaborative strategic reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67-94.


 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top