| 摘要: | 本研究旨在調查EFL大學生的語言學習策略、英語自我效能以及明確的策略教學之關係。許多研究結果顯示使用較多的語言學習策略以及較高的自我效能和學習者的學業表現有高度的相關。 本研究以社會認知理論的觀點來建立出三個重要的研究變數:語言學習策略、英語自我效能和明確的策略教學。這三個研究變數會透過一個兩階段式的準實驗來做探討。在實驗的第一階段中，所有的參與者(78位主修英語的大學生)完成中級程度的全民英檢閱讀測驗、語言學習策略量表(Strategy Inventory for Language Learning)以及英語自我效能量表(English self-efficacy scale)。 在實驗的第二階段中，實驗組進行六個星期的策略教學活動。一個月之後實驗組和對照組都再次填寫語言學習策略及英語自我效能量表。 藉此來探討實驗組與對照組的語言學習策略使用和英語自我效能是否有顯著性的改變。除了有參與者背景資料的描述性分析以及研究者現場觀察、事後面談的質性分析外，一連串的量性分析(獨立t檢定、變異數分析、共變數分析和皮爾森相關係數)也運用於本研究中。本研究顯示出三個重要的結果。首先，學習者的英語能力和他們的語言學習策略運用以及英語自我效能之間是正相關。第二，語言學習策略和英語自我效能之間也是正相關。最後，在學習策略教學介入之後，學習者運用更多的語言學習策略，尤其是記憶策略。因此，本研究的結果將可以為外語學習的策略運用和自我效能的提升提供一個新的契機。 外語教學的教師及外語學習者都將可以藉此使得語言教學和學習更有效率。
The present study aims to investigate the relationship among EFL college learners’ language learning strategies, English self-efficacy, and explicit strategy instruction. More language learning strategy application and a higher level of self-efficacy, as proved and claimed by numerous researchers, are highly associated with learners’ academic achievement. However, there is little research on applying explicit strategy instruction in EFL contexts based on the model of Social Cognitive Theory. Therefore, in this study, from the perspectives of Social Cognitive Theory, three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were investigated through a two-phase quasi-experiment. In this experiment, all the participants (78 English majors) in the first phase were asked to complete an intermediate-level General English Proficiency Test (GEPT) reading test, Strategy Inventory for Language Learning designed by Oxford, and English Self-Efficacy Scale adapted from Huang et al. In the second phase, after the intervention of explicit strategy instruction, learners’ strategy application and their self-efficacy were measured again in order to investigate whether or not there would be any significant difference before and after the instruction and between the two groups of learners (the experimental and the control groups). The six-week strategy instruction was conducted according to the following steps: awareness raising, strategy instruction, hands-on activities, evaluation, and diagnosis. Besides the descriptive analysis of the learners’ background information and qualitative analysis of on-site observation and post-interview, a series of t-tests, ANOVA, ANCOVA and Pearson Correlation coefficient were conducted to demonstrate findings from the quantitative data. Given the results, the study reveals three significant findings. First, learners’ English proficiency is correlated with their language learning strategy use and levels of English self-efficacy. Second, there is a positive correlation between language learning strategies and English self-efficacy. Third, after the strategy instruction, the learners applied more language learning strategies, especially memory strategies. Therefore, the findings of the study could possibly shed light on EFL learning and could be of help to those who are interested in strategy building and self-efficacy enhancement. Both EFL instructors and learners could be benefited in terms of effective teaching and learning. |
