系統識別號 | U0002-1806201323562600 |
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DOI | 10.6846/TKU.2013.00664 |
論文名稱(中文) | 運用社會認知理論於EFL大學環境中: 探討語言學習策略、英語自我效能和學習策略教學之關係 |
論文名稱(英文) | Applying Social Cognitive Theory to EFL College Contexts: The Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instruction |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系博士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 101 |
學期 | 2 |
出版年 | 102 |
研究生(中文) | 楊佩玲 |
研究生(英文) | Pei-Ling Yang |
學號 | 898110050 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2013-05-31 |
論文頁數 | 213頁 |
口試委員 |
指導教授
-
王藹玲
委員 - 黃月貴 委員 - 張雅慧 委員 - 陳秀潔 委員 - 王世平 |
關鍵字(中) |
語言學習策略 英語自我效能 社會認知理論 |
關鍵字(英) |
language learning strategies English self-efficacy Social Cognitive Theory |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
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。 |
英文摘要 |
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. |
第三語言摘要 | |
論文目次 |
Table of Contents Abstract: ii Table of Contents iii Chapter 1 Introduction 1 Background of the Study 1 Statement of the Problem 5 Purpose of the Study 7 Importance of the Study 10 Definitions of Terms 11 Organization of the Dissertation 14 Chapter 2 Review of the Literature 16 Social Cognitive Theory 16 Self-Efficacy 18 Self-efficacy and academic performance. 22 Self-efficacy and contexts. 24 Self-efficacy and gender. 25 Self-efficacy and strategy. 26 Learning Strategies 27 Direct Strategies. 30 Indirect Strategies. 33 Learning strategies and language performance. 38 Learning strategies and academic majors. 39 Learning strategies and gender. 40 Language learning strategies and nationality. 42 The Importance of Language Learning Strategies.. 42 Learning Strategy Instruction 44 Summary of Chapter 2 52 Research Hypotheses 53 Chapter 3 Method 55 Participants 55 The Settings 58 The Pilot Study 58 Research Design 62 Grouping Procedure 64 Instruments 65 The background information questionnaire. 66 The GEPT reading test.. 66 The English learning self-efficacy scale. 68 Strategy inventory for language learning. 68 The learners’ perception questionnaire on the explicit strategy instruction. 69 Research Procedures 71 Design of the Explicit Strategy Instruction 72 Data Collection 78 Data Analysis 79 Chapter 4 Results 82 Overall Descriptive Results 82 Quantitative Analysis of Phase I 84 Reported use of language learning strategies in the SILL. 85 The relationship among the six categories of language learning strategies. 93 The relationship between English proficiency and language learning strategies. 94 Reported Level of English Self-efficacy. . 94 The relationship among the four categories of English self-efficacy. 101 The relationship between English self-efficacy and English proficiency. 102 The relationship between language learning strategies and English self-efficacy. 102 Phase I Summary 104 Quantitative Analysis of Phase II 106 Reported use of the language learning strategies in the SILL by the two groups of participants after the explicit strategy instruction. 107 The results of ANCOVAs in the application of all language learning strategies. 107 The results of ANCOVAs in the application of All English self-efficacy. 116 Qualitative analysis of Phase II 119 Learners’ perception results. 119 Post-interview results. 123 Learners’ description of English learning. 128 The instructor’s on-site journal. 129 Summary of Phase II 131 Chapter 5 Discussion, Implications and Conclusions 133 Overview of the Study 133 Discussion 136 Hypothesis 1: Level of English proficiency makes a difference to the number of language learning strategies used. 136 Hypothesis 2: Level of English proficiency makes differences in the level of English self-efficacy. 139 Hypothesis 3: There is a correlation between language learning strategies and English self-efficacy. . 140 Hypothesis 4: There are differences between the experimental and control group in the number of language strategies used after the explicit strategy instruction. 142 Hypothesis 5: There are differences between the experimental and control group in the level of English self-efficacy after the explicit strategy instruction. . 144 Hypothesis 6: There is a correlation between language learning strategies and English self-efficacy after the strategy instruction. . 145 Conclusions 146 Pedagogical Implications 149 Limitations and Suggestions for Future Research 151 References 154 Appendices 170 List of Tables Table 2.1 29 Features of language learning strategies 29 Table 2.2 48 Steps in the model of strategy training (instruction) 48 Table 2.3 51 Typology of strategy instruction 51 Table 3.1 57 Description of the participants in the study 57 Table 3.3 61 Descriptive Results of the SILL in the Pilot Study 61 Table 3.4 61 Descriptive Results of the SILL in the Pilot Study after the Strategy Instruction 61 Table 3.5 61 Results of Paired-Samples t-tests of the SILL in the Pilot Study 61 Table 3.6 65 Grouping selection results 65 Table 3.7 71 Selected Materials for the Explicit Strategy Instruction 71 Table 3.8 75 Procedure of the strategy instruction in the present study 75 Table 3.9 76 Time Allocation and Examples for the Explicit Strategy Instruction 76 Table 3.10 . 80 Summary of the data analysis 80 Table 4.1 84 Participants’ Attitudes toward and Perceptions of English Learning 84 Table 4.2 85 Interpretation of Pearson correlation coefficient values 85 Table 4.3 86 Language Learning Strategy Application of All the Participants 86 Table 4.4 87 Scale for Interpretation of Scores for the SILL 87 Table 4.5 88 Frequency Distribution of Metacognitive Strategies 88 Table 4.6 88 Frequency Distribution of Memory Strategies 88 Table 4.7 89 Frequency Distribution of all strategies by two groups of participants 89 Table 4.8 91 Language Strategies by Different English-level Participants 91 Table 4.9 92 ANOVA results of language strategies by different-level participants 92 Table 4.10 93 Post hoc test results of language learning strategies by different English-level participants 93 Table 4.11 94 Pearson Correlation coefficient of Six Categories of Language Learning Strategies 94 Table 4.12 94 Pearson correlation coefficient of language learning strategies and English proficiency 94 Table 4.13 95 Level of English Self-Efficacy by All Participants 95 Table 4.14 96 Level of English self-efficacy (aspiration, persistence, and enjoyment) by all participants 96 Table 4.15 96 Level of English self-efficacy (writing affect) by all participants 96 Table 4.16 97 Level of English self-efficacy by different groups of participants 97 Table 4.17 98 An independent samples t-test of English self-efficacy by the two groups 98 Table 4.18 99 Level of English Self-Efficacy by Learners with Different Levels of English Proficiency 99 Table 4.19 100 ANOVA of English self-efficacy by different English-level participants 100 Table 4.20 101 A post hoc analysis of English self-efficacy by different English-level participants 101 Table 4.21 102 Pearson Correlation coefficient of Four Categories of English Self-Efficacy 102 Table 4.22 102 Pearson correlation coefficient of English self-efficacy and English proficiency 102 Table 4.23 103 Pearson Correlation coefficient of overall language learning strategies and English self-efficacy 103 Table 4.24 104 Pearson Correlation coefficient of Individual Category of language learning strategies and English self-efficacy 104 Table 4.25 108 ANCOVA results of the six parts of language learning strategies 108 Table 4.26 109 ANCOVA results of Part A strategie 109 Table 4.27 Results of paired Comparison regarding Part A strategies 109 Table 4.28 110 ANCOVA results of Part B strategies 110 Table 4.29 110 ANCOVA results of Part C strategies 110 Table 4.30 111 ANCOVA results of Part D strategies 111 Table 4.31 112 ANCOVA results of Part E strategies 112 Table 4.32 112 ANCOVA results of Part F strategies 112 Table 4.33 113 ANCOVA results of all parts of English self-efficacy 113 Table 4.34 114 ANCOVA results of Part 1 English self-efficacy 114 Table 4.35 114 ANCOVA results of Part 2 English self-efficacy 114 Table 4.36 115 ANCOVA results of Part 3 English self-efficacy 115 Table 4.37 116 ANCOVA results of Part 4 English self-efficacy 116 Table 4.38 117 Pearson Correlation coefficient of overall language learning strategies and English self-efficacy after the strategy instruction 117 Table 4.39 118 Pearson Correlation coefficient of Individual Category of language learning strategies and English self-efficacy after the strategy instruction 118 Table 4.40 120 First part of the learners’ perception 120 Table 4.41 122 Second Part of the Learners’ Perception 122 Table 4.42 125 Findings of the Post-Interview 125 Table 4.43 129 Summary of Learners’ Description about English Learnin 129 List of Figures Figure 2.1 17 The self-reflective process 17 Figure 2.2 20 Sources of Efficacy Expectations 20 Figure 2.3 30 Diagram of the strategy system: overview 30 Figure 2.4 31 Diagram of the direct strategies: Overview 31 Figure 2.5 35 Diagram of the direct strategies: Overview 35 Figure 2.6 53 Three Constructs in the Present Study 53 Figure 3.1 63 Framework of the research design 63 Figure 3.2 72 Flowchart of the research procedure 72 Figure 3.3 73 Cycle of Strategy Instruction 73 |
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