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    Title: 提升國中學生英語自我效能之行動研究
    Other Titles: An action research on the improvement of junior high school students' English self-efficacy
    Authors: 蔡宇晴;Tsai, Yu-Ching
    Contributors: 淡江大學教育科技學系碩士在職專班
    沈俊毅;Shen, Chun-Yi
    Keywords: 任務型教學;國中學生;英語自我效能;Task-based Instruction;junior high school;English self-efficacy
    Date: 2014
    Issue Date: 2015-05-04 09:20:33 (UTC+8)
    Abstract: 隨著全球化時代的來臨,各國政經與文化互動密切,英語的重要性與日俱增。資訊、科技、工商業界乃至於高等教育,英語儼然已成為國際交流的重要媒介。透過英語學習,學習者能更加瞭解並尊重多元文化,進而增進21世紀的生活能力,英語更被視為世界公民的必備技能。為配合政府國際化政策,提升國際競爭力,政府正積極推動各階段的英語教育,國民中小學英語課程旨在奠定學習者英語溝通能力的基礎、提升英語學習的動機與興趣、培養國際觀並獲得新知。
    許多研究顯示,英語自我效能長期以來被視為是影響個人英語學習成效的重要因素。具有高自我效能強度的學習者,面臨挑戰時較為堅持不懈,同時在學業表現上也較為成功。本研究希望透過任務型教學的實施,進而能提升學生的英語自我效能。
    本研究以國中學生為對象,採用行動研究的方式,了解並分析任務型教學對於國中生英語自我效能的影響。本研究期望藉由質化分析、課堂觀察反思與深入訪談的方式,蒐集研究對象完整的學習歷程,了解學習者在教學過程中的歷程與自我效能的轉變,此研究結果可供未來相關研究參考。
    研究結果發現,學生的英語自我效能確實增加了。以自我效能的「堅持努力」、「言語說服」、「完成作業」、「樂意學習」、「達成目標」及「生理狀態」等六個層面分析,透過每次的任務完成,累積成功的經驗,學生的自信和成就感逐漸增加,日後遇到其他的任務或挑戰,他們也願意去嘗試,並且堅持努力完成。此外,學生更樂意且更期待每次的英文課,他們對於英語喜好及樂於學習的程度增加。合作學習的小組模式對於任務型教學來說有加成的效果,透過小組同學給予彼此的鼓勵,讓學生更加堅持努力,同時組員的言語說服也讓學生更加有自信! 多次上台呈現任務後,學生的自我效能逐漸提升,也知道如何完成任務,故學生的緊張程度也隨之降低。而學生對於任務型教學課程多抱持正面的態度,學生喜歡此課程的教學內容與上課方式。
    學生非常喜歡這一系列的課程,對於任務活動方面,也高度肯定活潑有趣、多元有變化的上課方式。在學習心得中,「好玩、有趣」等字彙不斷出現,可見學生對任務型教學課程的喜愛。從整體活動回饋表及學習心得中,可得知學生對於需要實際執行的任務感到相當有興趣,如角色扮演及語言遊戲。他們覺得此課程的學習是有收穫的,會將所學運用在生活中,也體認到團隊合作是重要的。
    研究者在教學活動設計上,努力克服課程時數不足的問題,讓任務型教學的進度得以完成。課程內容規劃有助於提升學生的英語自我效能,在編輯教材及內容整合上仍需自行修改設計,以符合學生的學習狀況。教師需熟悉任務型教學的策略與原則,以確保教學活動順利進行。任務型教學讓學生在課堂上,樂於參與教學活動,但有效的班級經營是確保教學與學習活動順利的關鍵。
    本研究主要是針對國中學生的英語自我效能進行研究,未來研究者可以針對高中或國小學生的英語自我效能進行深入的探究。限於時間的關係,本研究僅探討立即效果,並未探討任務型教學對影響國中生覺察自我效能感的延宕效果,因此建議未來研究可增加延宕效果的測量。本研究以自我效能為研究變項,探討任務型教學對於國中生英語自我效能之影響,雖已獲結論,但影響研究結果的因素甚多,在蔡順良與陳李綢 (2006)的研究中證實,不同地區、學校類型 (國中、高中職)以及性別,其自我效能的表現均有差異,其他如年齡、家庭背景、家庭氣氛、教學者特質及教學風格,均會影響研究結果,因此,未來進行相關研究時,建議可以增加上述之研究變項,以增加研究結果的周全性。
    With the advent of globalization, English indeed plays an important role in politics and economies. English has become a significant media as well as a tool for international communication. To make students in Taiwan more competitive, the authorities concerned have put a great emphasis on English teaching. The aim of the English curriculum in elementary and junior high school is to foster students’ communicative competence; enhance learners’ learning motivation and interests.
    A lot of studies show that English self-efficacy has been regarded as an important factor in English learning. Those having higher self-efficacy tend to have better academic performance. In addition, they are more persistent when facing challenges or difficulties. This study hopes to further enhance students ’English self-efficacy through the implementation of Task-based Instruction. The research adopts the action research approach. Through observations in class, the teacher’s reflections, in-depth interviews and data analyses, we can probe into the influence of Task-based Instruction on junior high school students’ English self-efficacy.
    The results of the research showed that students’ English self-efficacy truly increased. Through the completion of every task, students’ experiences of success accumulated simultaneously. Thus their self-confidence and sense of achievement increased little by little. When encoutering other tasks or challenges, they were willing to tackle them and to stick to them. In addition, they were more willing to learn English. And they looked forward to participating in every English lesson. Through the encouragement of their classmates, they became more perserversant and confident as well. After completing the tasks in front of the class many times, they were far less nervous than before, for they knew how to complete the tasks effectively. Most of the students held a positive attitude toward Task-based Instruction. In their learning journals and the interviews, they claimed that they really loved this method of instruction.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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