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題名:型塑台灣EFL大學生於第二語言寫作之自我調節學習模型:運用結構方程模型方法
作者:曹睿榮
作者(外文):Jui-Jung Tsao
校院名稱:淡江大學
系所名稱:英文學系博士班
指導教授:黃月貴
學位類別:博士
出版日期:2018
主題關鍵詞:必須我理想我寫作動機寫作訂正性回饋寫作能力Possible L2 selveswriting motivationwritten corrective feedbackwriting competence
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第二語言寫作技巧之習得,向來被以英語為第二種語言/外語的學生視為艱難的工作。因此,要成為一位有效率的學習者(例如熟練的英文寫作者),他們必須被指導或教導如何監控、掌握與調節寫作過程,而此寫作過程渉及了認知、動機、行為與環境各層面。換言之,他們需要學會如何自我調節學習的技巧。為了深入了解學生完成寫作作業時的自我調節行為,若干影響寫作過程之自我調節學習的重要變數,有必要進一歩加以探究。因此,本文旨在藉由測試一個理論模型,來探討以英語為外語的學生,其自我調節學習變數與寫作能力之多維關係的本質。本研究對象為台灣北部某四所大學433位在學學生(最後取得357有效問卷與寫作試卷)。利用三份問卷收集量化資料,並施予英文段落寫作之測驗。研究結果如下:第一,所有因素結構均被核實,所提出之結構方程模型亦被確立。第二,受測學生具備較多的理想我,而非必須我。第三,只有理想我能有意義地影響學習動機。第四,理想我對外在動機(而非內在動機)有較強的預測力。第五,內、外在動機皆能預測學生對老師寫作訂正性回饋所採取的主動性行動。第六,內、外在動機對學生的寫作能力並無直接效果,但學生對老師寫作訂正性回饋所採取的主動性行動,具有此直接效果。本文亦提出上述研究結果對培養學生自我調節學習技巧之教學意涵。
The acquisition of L2 writing skills has been deemed a daunting task for most students in ESL and EFL contexts. Therefore, to become effective learners, for example, proficient L2 writers, they need to be guided and taught how to monitor, control, and regulate the learning process involving the aspects of cognition, motivation, behavior, and environments. In other words, they need to acquire self-regulated learning (SRL) skills. Several crucial SRL variables that affect self-regulation of the writing processes need to be further explored in order to have a deeper understanding of students’ self-regulated behaviors in writing tasks. Hence, the purpose of this research was to examine, by testing a theoretical model, the multidimensional nature of the relationship between EFL students’ multiple SRL variables and their writing competence. The subjects of this research comprised 357 Taiwanese undergraduate students from four universities in North Taiwan. Quantitative data gleaned through three questionnaires was analyzed; a paragraph writing test was also administered to assess the participants’ current writing competence. The results of the study are as follows: (1) All factor structures were verified and the proposed structural equation model was also specified, respectively with appropriate reliability and validity; (2) The participants developed more ideal L2 selves instead of ought-to L2 selves; (3) Only ideal L2 selves significantly affected students’ motivation; (4) Ideal L2 selves proved to be a much stronger predictor of extrinsic motivation rather than intrinsic motivation; (5) Both intrinsic and extrinsic motivation positively predicted learners’ proactive actions to teacher written corrective feedback (LPATF); and (6) Both intrinsic and extrinsic motivation had no direct effect on the participants’ writing competence, but LPATF did. The findings of this research reveal implications for L2 writing teachers and program designers on the development of students’ self-regulated learning skills.
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