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題名:技職院校成年學生英語學習信念、自我調控學習與英語學習成效關係之研究
作者:張惠翔
作者(外文):CHANG, HUI-HSIANG
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:李百麟
學位類別:博士
出版日期:2020
主題關鍵詞:成年學生英語學習信念自我調控學習英語學習成效Adult learnersEnglish learning beliefsSelf-regulated learningEnglish learning effectiveness
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摘要
論文名稱:技職院校成年學生英語學習信念、自我調控學習與英語學習成效關係之研究
校(院)所組別:國立高雄師範大學成人教育研究所
學年度:108學年度第一學期
研究生:張惠翔 指導教授:李百麟 博士
本研究旨在探討科技大學成人學生英語學習信念、自我調控學習策略和英語學習成效之間的關係。本研究以問卷調查法為主,並輔以質性半結構訪談。研究對象為高雄市7所科技大學四技進修部一、二年級學生。本研究共發放問卷956份,問卷回收經剔除無效問卷35份,合計有效問卷為921份,回收率為96.34%。
本研究以t考驗、單因子多變量變異數分析、皮爾森積差相關分析、結構方程模式等統計方法進行資料分析,此外並針對4名教師之訪談內容進行質性分析。所得結論如下:
一、技職院校成年學習者的英語學習信念屬於中等偏高以上程度,其中以動機層面得分最高。
二、技職院校成年學習者的自我調控學習屬於中等程度,其中以學習管理策略層面得分最高。
三、技職院校成年學習者的英語學習成效屬於中等偏高以上程度,其中以學習態度和行為應用兩個層面得分最高。
四、不同性別、年齡、主修、學業成績對英語學習信念具顯著差異。
五、不同性別、年齡、主修、學業成績對自我調控學習具顯著差異。
六、不同性別、主修、學業成績對英語學習成效具顯著差異。
七、英語學習信念、自我調控學習策略和英語學習成效之間具顯著相關。
八、自我調控學習在英語學習信念和英語學習成效關係間具部分中介效果。
依據以上研究發現,本研究分別針對技職院校成年學習者、教學者、學校,提出具體建議,以提升成年學生之學習成效,及對未來研究提出進一步建議。
Abstract
Subject: The Relationships among the English Learning Beliefs, Self-Regulated Learning, and English Learning Effectiveness of College Adult Learners
Department and University: The Graduate Institute of Adult Education, National Kaohsiung Normal University
Academic Year: 1st semester, 2020
Graduate Student: Hui-Hsiang Chang
Advisor: Pai-Lin Lee, Ph. D.
The purpose of this study is to explore the relationships among the English learning beliefs, self-regulated learning, and English learning effectiveness of adult learners at technological universities. The quantitative survey method was primarily applied in conjunction with supplemental qualitative semi-structured interviews. The participants were freshmen and sophomores from the division of continuing education at seven technological universities in Kaohsiung City. A total of 956 questionnaires was distributed. After discarding 35 incomplete questionnaires, the final number of valid questionnaires was 921, which represented a response rate of 96.34%. Statistical methods, including t-test, one-way MANOVA, Pearson correlation, and structural equation modeling, were used to analyze the data. In addition, a qualitative analysis was conducted on the responses of the four teachers. The findings were as follows:
1. College adult learners’ perceptions of English learning beliefs were at a moderately high level and the highest-scoring factor was the motivation factor.
2. College adult learners’ perceptions of self-regulated learning were at a moderate level and the highest-scoring factor was the language learning management strategies factor.
3. College adult learners’ perceptions of English learning effectiveness were at a moderately high level and the highest-scoring factors were the learning attitude factor and the behavior application factor.
4. Significant differences existed among the different gender groups, age groups, major groups, and score groups in the perceptions of English learning beliefs.
5. Significant differences existed among the different gender groups, age groups, major groups, and score groups in the perceptions of self-regulated learning.
6. Significant differences existed among the different gender groups, major groups, and score groups in the perceptions of English learning effectiveness.
7. There was a significant positive correlation among English learning beliefs, self-regulated learning, and English learning effectiveness.
8. Self-regulated learning played a partial mediating role in the relationship between English learning beliefs and English learning effectiveness.
Based on the findings, this study proposed specific and separate suggestions for college adult learners, English teachers, and higher education institutes to improve the learning effectiveness of adult students and offered further suggestions for future research.
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