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題名:寫作模板對成人英文寫作學習成效影響之研究
作者:楊玉琦
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:王政彥
學位類別:博士
出版日期:2019
主題關鍵詞:寫作模板自我導向回饋自我效能成人學習者writing templatesself-directed feedbackself-efficacyadult learners
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本研究旨在探究和比較寫作模板之運用,配合自我導向回饋學習策略,對成人托福寫作測驗學習成就(自我效能及寫作成績之表現)之影響。提出四個研究目的分別為:(一) 分析英語寫作學習者的不同背景變項在自我導向回饋之情形。(二) 探討英語寫作學習者的不同背景變項在自我效能之差異情況。(三) 探究英語寫作學習者的不同背景變項和自我導向回饋在英語寫作學習成就的差異。(四) 比較有無使用寫作模板之英語寫作學習者在自我導向回饋及學習成就上的差異。
本研究主要採用準實驗研究法,以質性訪談為輔,探討欲解決的研究問題。量性資料以SPSS for Windows 24.0進行資料分析,質性資料蒐集主要來自訪談。本研究以台灣南部某一語言學習機構之三十六位成人英語寫作學習者為研究對象,將學習者分為實驗組(十九人)及控制組(十七人)。實驗組以寫作模板方式為主,進行九周教學,控制組則以傳統寫作方式進行九周教學。本研究之主要發現如下:
1. 使用寫作模板之實驗組學習者之前後測寫作成績有顯著差異。兩組經不同方式上課後,學習者在後測寫作成績上亦有顯著差異,實驗組之表現較控制組佳。
2. 實驗組學習者後測成績高於前測成績佔74%,高於控制組學習者的53%。
3. 實驗組學習者的自我導向回饋表現顯著優於控制組學習者。
4. 在自我效能方面,實驗組與控制組學習者有顯著差異,且兩組在自主學習層面的表現均高於其他層面。
5. 在教育程度上,在自我導向回饋及自我效能表現,均有顯著差異。
根據以上研究發現,研究者提出幾項建議,以期寫作模板搭配自我導向回饋學習策略之教學提升學習者之英語寫作能力。
This research aimed to inquire into the impact of writing templates used in combination with the application of self-directed feedback on adults’ learning achievement (as measured by their self-efficacy performance and scores obtained on writing tasks) and to investigate the effectiveness of the use of writing templates. To accomplish this, four research tasks were performed: (1) analyzing the influence of English writing learners’ personal background on their self-directed feedback performance, (2) enquiring into the influence of English writing learners’ personal backgrounds on their self-efficacy performance, (3) enquiring into the relationship between English writing learners’ personal backgrounds and their self-directed feedback regarding their achievement in learning English writing, and (4) comparing the English writing learners who had used writing templates to those who had not in their self-directed feedback performance and learning achievement.
To investigate the research issues to be resolved, this research adopted a quasi-experimental method, supplemented with a qualitative interview survey. The quantitative data were treated and analyzed with SPSS version 24.0 for Windows, and qualitative data were mainly garnered from interviews. For this research, 36 learners who were taking English writing courses in an English learning institute in southern Taiwan were recruited as the experiment subjects, who were subsequently assigned to two distinct groups: an Experimental group (19 subjects) and a Control group (17 subjects). Both the groups received instruction for nine weeks. The instruction for both the groups was identical, except that the Experimental group used writing templates in class while the Control group did not. The major findings of this research are summarized as follows:
1. Significant differences exist between the scores obtained on the pre-test writing task by the Experimental group and those on the post-test writing task by the same group. Inter-group differences were also found existent in scores obtained on the post-test writing task, which was administered when their course ended. The Experimental group performed better than the Control group.
2. Both groups showed an improvement in scores obtained on the writing tasks. 74% of the learners in the Experimental group obtained higher scores on the post-test writing task over the pre-test writing task, and 53% of the learners in the Control group improved their performance.
3. The Experimental group performed better than the Control group on their self-directed feedback tasks, and the differences reach a level of significance.
4. Significant differences were found existent between the groups in their self-efficacy, and both the groups performed better in the Autonomous Learning aspect of self-efficacy than in other aspects.
5. The findings show that educational background, a personal background variable, caused significant differences among the experimental subjects in their self-directed feedback and self-efficacy performance.
Based on these findings, the researcher gives suggestions for teaching, with a view to enhancing the English writing abilities of learners by implementing an instructional strategy that incorporates the use of writing templates and self-directed feedback in class.
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