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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101492

    Title: Exploring Taiwan university freshman students development of listening strategies and self efficacy through extensive listening activities
    Other Titles: 探討悅聽活動對台灣大一新生英語聽力策略及自我效能的發展
    Authors: 蘇子堯;Su, Tzu-Yao
    Contributors: 淡江大學英文學系碩士班
    蔡瑞敏;Tsai, Jui-Min
    Keywords: 英語閱聽活動;英語聽力測略;自我效能;Action Research;extensive listening;listening fluency;EFL freshman;listening strategy;self efficacy
    Date: 2014
    Issue Date: 2015-05-01 13:41:00 (UTC+8)
    Abstract: 本論文旨在探討英語悅聽(Extensive Listening)活動對台灣大一新生聽力策略及自我效能之影響。本研究以四十位台灣大一非英文系學生為對象,透過為期12週的英語悅聽活動,藉由課內活動設計及課後英語悅聽計畫,來檢視學生聽力策略的使用及其英語聽力自我效能的影響及發展。
    The current study followed an action research which aimed to explore the effects of the implementation of extensive listening in Taiwan college freshman listening class. The study was conducted with forty college freshman native Mandarin speakers aged eighteen or nineteen for a period of one semester. The researcher of the study was also the participant students’ English teacher who observed, developed, and adjusted the instruction to assist and guide students to engage in extensive listening activities in and outside of the classroom.
    There were four major sources to collect data for the study: teacher’s notes from after-class conversation with the students, eight-week student worksheets, self efficacy questionnaire, extensive listening perception questionnaire, and semi-structured interview. The data analysis in this study aimed to answer research questions regarding listening strategies generated by students, students’ adoption of listening strategies taught in classroom, students’ self efficacy in English listening, and their perceptions on the experience in the extensive listening activities.
    The result showed that the participants in this study generated both cognitive and metacognitive strategies to overcome obstacles in extensive listening practice outside the classroom. They also adopted strategies instructed by the researcher in class. Regarding self efficacy, findings of the study suggest that the extensive listening help the students develop confidence to deal with listening tasks in the future. And finally, the students generally perceived the experience with the average of 36 students out of forty agree on the positive effect. However, it is also suggested that lower-level listeners may not be ready for doing extensive listening without explicit instructions.
    Appears in Collections:[英文學系暨研究所] 學位論文

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