DSpace Collection:
https://ah.lib.nccu.edu.tw/handle/140.119/142
2024-03-29T14:38:07Z大學生的自評能力與課外英語學習
https://ah.lib.nccu.edu.tw/handle/140.119/142536
題名: 大學生的自評能力與課外英語學習; College Students$ Self-Assessment Capability and Self-Directed Efl Learning
摘要: 近年以形成性課室評量促進教與學的研究已漸漸將焦點從教師端轉移到學生端,學者開始探討如何使學生在離開課室後,利用自評能力永續學習。申請人過去已發表的數篇國際期刊論文均著重在於課室內以評量促進教學,以課程設計導引學生習得英語說寫自評的能力,並發現適切的自評有助學生成為獨立的學習者,此外,文獻中不同的自律與自我導向學習理論模型,均將自評與自我監控視為其中必要的一個構念,然而自評能力卻常被英語自學研究所忽略。 本計畫踏出課室的侷限,追蹤大學生在修畢必修英文課程後的英語學習,以縱貫性研究探討必修課外之英語學習的樣貌、自評能力的發展,以及兩者之間的關係。研究將兼採質性與量化的方法,在兩所大學招募修畢大一英文必修課的大二學生,做三年的持續追蹤。大多數參與的學生填寫英語學習問卷、評量經驗問卷及自我導向學習量表,資料的橫斷面研究分析各問卷構念間的相關性,跨年的資料將分析其間的年度變化及變化的趨勢。參與者中徵選近10%來進行質性的細部追蹤,透過深度訪談、說寫表現、自評、刺激回想、焦點團體訪談等方式、了解其英文自我評量與回饋能力發展情形,並分析其變化、與之前課堂學習及評量經驗的關聯、與其英文表達能力精熟度的關聯等。最後並透過自評資料以自評能力與英語精熟度兩個向度將參與者分類,據以分析焦點團體訪談中觸及的英語學習困難議題,深入了解自評與自我回饋能力在英語自學中扮演的角色。; After years of development, research on learning-oriented assessment has gradually shifted its main focus from teachers to learners, as learners are the agent of their own learning and play an active role. Educational scholars have also started to investigate how formative assessment could be made sustainable so that learners will be able to continue self-directed learning after they leave the classroom. In the same vein, the project investigator has in the past years studied formative assessment in the classroom, using it to improve teaching and learning as well as to help learners develop self-assessment and self-feedback abilities. Results indicated that assessment and feedback are critical competencies that make learners independent. Similarly, in various self-regulated and self-directed learning theoretical frameworks, the ability to self-monitor and self-assess has always been identified as one of the major components. However, such ability has long been neglected in EFL self-directed learning studies. In this project, the investigator stepped out of the confines of formal courses in the classroom and followed learners on their EFL self-directed learning after they had completed EFL course requirements in college. This longitudinal study tried to describe college students’ learning outside of the classroom, the development of their self-assessment and self-feedback abilities, and the relationship between these two. With a mixed-method approach, sophomores from two universities who have completed EFL requirements were recruited to participate in this study for a total of three years before they graduate. At the beginning of each of the following school years, they responded to an EFL learning survey, an assessment experience questionnaire, and a self-directed learning readiness scale. The data were analyzed cross-sectionally by examining correlations among different constructs and longitudinally on the changes and trends from year to year. Less than ten percent of the participants were invited to join the qualitative part of the study. They participated in interviews, conducted follow-up self-assessments, engaged in stimulated-recall, and joined focus group interviews. Analysis of the qualitative data helped understand how EFL self-assessment abilities develop and evolve, and how they relate to learning experiences and proficiency. It is hoped that the results will advance our understanding of the nature and critical issues of EFL learning.2022-12-02T02:03:57Z以第二語言撰寫研究論文之負擔:分析臺灣學者之經驗
https://ah.lib.nccu.edu.tw/handle/140.119/115336
題名: 以第二語言撰寫研究論文之負擔:分析臺灣學者之經驗
摘要: 本計畫旨在以量化手法探究台灣的多語言學者以英文撰寫學術著作之負擔是否較以中文撰寫重。上述之負擔係依學者以第二語言撰寫時較以第一語言撰寫所增加之困難度、不滿意度及焦慮感而定(Hanauer & Englander, 2011)。本研究採用量化手法複製 Hanauer與Englander (2011)及採用Duszak與Lewkowicz(2008)先前研究製作的線上問卷。透過電子郵件邀請臺灣五所國立大學以及五所私立大學的1,822名人文及社會領域(HSS)和1,697名理、工及醫學領域(STEM + M)之教職員填寫此中英文線上問卷。236名受訪者中,75人在過去五年內以英文及中文向主要期刊提交了論文稿件,而得以回答在以英文撰寫研究著作時,相較於以中文撰寫之負擔。受訪者為助理教授、副教授、及教授,且在人社領域與理、工、醫學領域之分布相當平均。 本研究以成對樣本t檢定比較L1中文和L2英文出版所感知困難度、不滿意度和焦慮。其中量化的感知負擔L2較L1增加23.4%的困難度、9.4%的不滿意度以及22.7%的焦慮。此結果與Hanauer與Englander(2011)以西班牙語為母語之科學家之研究一致,顯示以英文作為科學著作為出版之第二語言具額外負擔,且可以為不同國家背景、不同語言背景之個人所感受。 依本研究之結果,使用英文撰寫學術文章的最常見原因是為了吸引特定讀者群,然而第二常見的原因是為了達到各科系之要求,即鼓勵學者在國際索引期刊發表論文之政策(Chou, 2014; Sheridan, 2017)。上述兩大領域(人文社會及理、工、醫學)之學者向國際索引期刊(IIJ)提交了大約57%的論著之調查結果即可佐證此論點。此外,低於5%的受訪者認為使用英文寫作的能力非發表論著的障礙,此意味著絕大多數受訪者認為以英文寫作為發表論著的障礙。 此項研究結果支持多語言學者在壓力下發表英文研究之經驗之質化及量化研究,特別是在國際索引期刊領域。具體而言,此顯示不同的語言和國家背景下,以第二語言出版科學論著者,其以英文寫作出版將增加負擔,而這種負擔係源自於語言之困難,而非學術寫作之挑戰(Hyland, 2016),為所謂之隱藏的語言不正義。由於本研究之對象包含人文社會領域及理、工、醫學領域之學者,研究之結果更強調此「負擔」乃源自於語言而非專業領域之不同。此研究成果亦探討語言特權之議題,並影響全球學術出版和國家高等教育政策,特別是對教師的評鑑和升等。以臺灣來說,這個研究在提供一個理由質疑“SSCI 症候群”(Chou, 2014)和“引用文獻索引綜合症” (Sheridan, 2017)的同時,亦透過國家引用指數繼續支持中文期刊。; The purpose of this project was to determine if multilingual researchers in Taiwan perceive a greater burden when writing for scholarly publication in English compared to Chinese. Burden was operationalized as additional difficulty, dissatisfaction, and anxiety when writing research in their L2 as compared to their L1 (Hanauer & Englander, 2011). This study utilized a quantitative approach with an online questionnaire replicating Hanauer and Englander (2011) and adapting Duszak and Lewkowicz (2008). Email invitations to the English and Chinese online survey were sent to 1,822 humanities and social sciences (HSS) and 1,697 science, technology, engineering, and math, plus medicine (STEM+Med) faculty members at five national and five private universities around Taiwan. Of 236 respondents, 75 submitted manuscripts to major journals in both English and Chinese in the last five years, thereby qualifying to respond to questions eliciting perceived burden when writing research in English as compared to Chinese. They were assistant, assosciate, and full professors and split fairly evenly between HSS and STEM+Med disciplines. A paired-samples t-test was conducted to compare perceived difficulty, dissatisfaction and anxiety in publishing in L1 Chinese and in L2 English. The perceived burden was quantified as generating 23.4% more difficulty, 9.4% more dissatisfaction, and 22.7% more anxiety. The results aligned with Hanauer and Englander’s (2011) study of Spanish-speaking scientists, showing that writing English, as an L2 for scientific publication purposes, presents an added burden and can be experienced by individuals from different language backgrounds in different national contexts. The most common reason for writing academic texts in English was to reach a specialized audience, but a close second was to meet department requirements, which ostensibly refers to institutional policies that encourage publishing in internationally indexed journals (IIJs) (Chou, 2014; Sheridan, 2017). This is supported by results showing both disciplinary groups have submitted about 57% of their manuscripts to IIJs. Less than 5% of respondents felt their ability to write in English was not a barrier to publishing their research, meaning the majority of respondents do view writing in English as a barrier. The results support qualitative and quantitative research into the experiences of multilingual scholars, who are under pressure to publish research in English, especially in IIJs. It shows that L2 science writers in different linguistic and national contexts can experience added burden when writing in English for publication and that this burden is derived from linguistic difficulties and not just the challenges of scholarly writing (Hyland, 2016), an argument that masks linguistic injustice (Hanauer & Englander, 2013). Because the current study included HSS and STEM+Medical researchers, it emphasizes that burden is tied to linguistic issues rather than disciplinary differences. The findings raise issues of linguistic privilege and have implications for global academic publishing and national higher education policies, especially governing faculty evaluation and promotion. For Taiwan, in particular, the study provides another reason to question “SSCI syndrome” (Chou, 2014) and the “citation index complex” (Sheridan, 2017), while continuing to support Chinese language journals through national citation indexes.2017-12-25T06:15:37Z正式與非正式學習間的相互關係和認知移轉: 透過臉書學習英文寫作
https://ah.lib.nccu.edu.tw/handle/140.119/115046
題名: 正式與非正式學習間的相互關係和認知移轉: 透過臉書學習英文寫作
摘要: Online technologies have dramatically influenced not only formal learning, but also knowledge acquisition in a more incidental and informal manner (Gray, 2004; McFerrin, 1999; Pennington, 1989). Therefore, it is imperative to explore the impacts of internet-mediated informal learning that significantly affects one’s formal education. This study examines what EFL students, including those who do not perceive FB as helpful to their English learning, can incidentally learn. Two research questions were explored: 1. What is Taiwanese students’ perception of using FB on learning English? 2. What can EFL students informally learn through facebooking? A qualitative study was conducted. Multiple data were collected, including perceptual data and performance data. It was found that students perceived FB participation as course work, disinclination, and power negotiation. Although 45% participants perceived FB community ineffective for their English learning, this study revealed that students could informally improve their academic knowledge and skills, social and collaboration, and motivation. These findings argued that learning can occur even when meaning-making process is perceived to be meaningless to an individual. Teachers’ role is not merely to scaffold students’ formal learning, but also to create a context that can draw learners’ informal learning.2017-12-08T06:24:18Z激勵學習的評量及英語榮譽學程的研究
https://ah.lib.nccu.edu.tw/handle/140.119/111223
題名: 激勵學習的評量及英語榮譽學程的研究
摘要: 本研究計畫在原計畫目標下共完成「激勵學習的評量」與「英語榮譽學程的研究」兩份學術論文,其中第一篇由計畫主持人以英文撰寫,題為 “Understanding learner self-assessment and self-feedback on their foreign language speaking performance”,投稿國際期刊Assessment and Evaluation in Higher Education (SSCI),經修改已獲接受。第二篇由共同主持人暫以中文撰寫,題為「評鑑與教學之關聯 – 以政大外文中心英語文榮譽學程為例」,尚待發表。 第一篇論文Understanding learner self-assessment and self-feedback on their foreign language speaking performance以學生的自評回饋內容為標的,分析學生自評回饋的廣度、深度與不足之處,並據此對目前的評量回饋理論提出確認與質疑之處。研究者首先依形成性評量理論設計教學活動,讓大專生在練習英語口語能力後,參與原多由教師執行的評量活動,學生自我評量回饋的內容以Hattie and Timperley (2007) 的理論為架構進行檢視,從理論的三個回饋問題及四個回饋層次來分析學生自評回饋的能力。結果顯示大專學生在適切的導引下,其回饋內容豐富多元且對促進後續教學效能具有相當潛力。其針對自我學習反思的細膩度和完整性,為絕大多數的教師回饋所不能及,且其展現出的學生認知發展與不足處恰可引導教師後續教學,以更為符合學生所需。研究結果除了驗證大部分既有回饋理論的主張外,也發現過去視個人層次的回饋 (self-level feedback) 為有害學習的說法在本研究的資料中不成立,此點經推論可能與學習者的心智成熟度有關,是相關理論必須考慮調整的部分。然而截至自我回饋為止,學習迴路尚未完成,如何讓這些自我評量回饋後的發現促成更有效的學習,有待後續研究。 第二篇論文「評鑑與教學之關聯 – 以政大外文中心英語文榮譽學程為例」將政治大學外文中心推行多年的英語榮譽學程做了一個系統性的紀錄,並輔以相關評鑑理論文獻的討論及行政文件等。這類學程體檢的研究一般較少受到國內學者的重視,但其對學生的影響卻十分具體。政大外文中心多年來投入相當多的人力在英語榮譽學程的建立與執行,相關的經驗值得被記錄傳承,以供未來推廣類似學程的學校及教師參考。本文詳實地記錄此學程的緣由、沿革及其相關的背景因素,說明課程規劃的宗旨、實質課程內容及執行情形,並訪問相關教師對學成存續期間曾遭遇的困難、暫時停招的始末、及復招的考量與調整作出釐清,最後藉由行政單位做過的評鑑及相關文獻回顧進行整體施行的檢討,提出實際的建議。 Two manuscripts have been completed. The first paper examined the content of learner self-assessment and self-feedback, looking at its variety, richness, and inadequacy. Based on the results, the author confirmed as well as challenged professed premises of existing feedback theories. In the study, college-level EFL learners were guided to self-assess and self-feedback after considerable speaking practices. The content of their self-feedback was scrutinized against Hattie and Timperley’s (2007) feedback model, including on the three feedback questions and four feedback levels. Results indicated that learner self-feedback was multifaceted and its comprehensiveness was beyond the capacity of most teacher-made feedback. The learner self-feedback could thus serve as great materials for more focused follow-up teaching and learning. Although the data confirmed most parts of feedback theories, existing claims related to self-level feedback were not supported. Finally, possible explanations and future studies were suggested. The second paper systematically documented the evolution of the English Honors Program developed by the Foreign Language Center at National Chengchi University. Relevant program evaluation literature and administrative documents were reviewed. This kind of program, although not a mainstream concern in the fields of TESL/TEFL in Taiwan, has persistent pragmatic influence on learners. The Foreign Language Center has in the past years devoted much time and effort in establishing and maintaining the program. This experience was recorded for the reference of teachers/researchers who may be interested in running similar programs. The paper documented why and how the program was established, modified, and what contextual factors influenced these modifications. The objectives, contents, and administration of the program were also described based on interviews with relevant teachers. More specifically, there was a focus on problems encountered by the program, its temporary termination, its revival, and the underlying considerations. Finally, by way of literature and document review, practical suggestions were provided.2017-07-17T08:33:01Z