Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/138989
題名: 國小自我效能感與英語學習策略關係之探討
The Relation Between Elementary School Students` Beliefs in Self-Efficacy and Their English Learning Strategies
作者: 陳素華
Chen, Su-hua
貢獻者: 余明忠
Yu, Ming-chung
陳素華
Chen, Su-hua
關鍵詞: 語言學習策略
英語自我效能
自我監測學習
EFL學生
Language learning strategies
Language learning strategies
English self-efficacy beliefs
Self-regulated learning
EFL students
日期: 2019
上傳時間: 10-Feb-2022
摘要: 本研究旨在探討國小學童英語學習策略使用與自我效能之關係,文獻探討涵蓋了學童使用學習策略的方法及其自我效能信念。\n本研究使用量化研究,研究對象為324位來自新北市國小之學童,參加調查研究並填寫問卷。研究工具為英語學習策略量表及自我效能量表。研究者收集資料後,以SPSS進行分析,主要分析方法是採用描述性的統計、皮爾森(Pearson)相關係數及獨立樣本t檢定。這些分析回應了研究的三個主題:(一)國小學童的主要英語學習策略、(二)國小學童的英語學習策略與自我效能信念之間的關係以及(三)國小學童在使用英語學習策略和自我效能方面的性別差異。\n  研究結果顯示:\n1.台灣國小學童使用英語學習策略的頻率為中等,最常使用補償策略,其次是後設認知策略。\n2.研究發現國小學童使用英語學習策略與自我效能呈顯著的正相關。\n3.女學童英語學習策略的使用頻率及自我效能高於男學童。\n4.女學童在使用補償、後設認知和社會策略方面顯著多於男學童,而女學童在使用自我監測學習方面也是顯著多於男學童。\n這些結果有助於外語教師了解國小學童的英語學習策略使用和自我效能信念。 為了進一步研究,本研究的局限性和建議在研究的最後一部分中提出。
This research explored learning strategies and English self-efficacy beliefs of primary EFL students. The literature review covered learning strategies and self-efficacy beliefs used by students.\nThe current research involved 324 primary school students from two schools in New Taipei City. This study adopted a quantitative method to analyze the data. The content of questionnaires included participants’ background information, learning strategies, and self-efficacy beliefs. The researcher used the Statistical Package for Social Science (SPSS) to analyze collected data. It included descriptive statistics, Pearson correlation coefficients, and an independent t-test. This analysis responds to three research topics. The first one was the main learning strategies of primary school students; the second was the link between learning strategies and beliefs of self-efficacy of students; the third was the gender differences in their use of learning strategies and their self-efficacy.\nThe results are as follows:\n1.The frequencies of learning strategies were medium. Students favored compensation strategies the most, followed by metacognitive strategies.\n2.Students’ learning strategies correlated with their self-efficacy beliefs.\n3.Girls used learning strategies more often and had more self-efficacy beliefs than boys.\n4.Girls used compensation, metacognitive, and social learning strategies more significantly than boys. There was a significant gender difference in self-efficacy for self-regulated learning.\nThese results are helpful for EFL teachers to understand students’ English learning strategy use and self-efficacy beliefs. Finally, the limitations of this study and recommendations for future research wrap up this study.
參考文獻: Alhaisoni, E. (2012). Language learning strategy use of Saudi EFL students in an intensive English learning context. Asian Social Science, 8(13), 115.\nAtehortúa, J. N. A. (2010). COGNITIVE STYLES: AN APPROACH TO AUTONOMOUS LEARNING IN L2 ADULT STUDENTS. Revista Q, 4(8).\nBandura, A. (1984). Recycling misconceptions of perceived self-efficacy. cognitive therapy and research, 8, 231-255.\nBandura, A. (1997). Self-efficacy : the exercise of control / Albert Bandura. W.H. Freeman.\nBandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.\nBandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.\nBandura, A. (2012). On the functional properties of perceived self-efficacy revisited.\nBandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self‐efficacy beliefs as shapers of children`s aspirations and career trajectories. Child development, 72(1), 187-206.\nBolitho, R., & Tomlinson, B. (1995). Discover English:(a language awareness workbook).\nBonyadi, A., Nikou, F. R., & Shahbaz, S. (2012). The Relationship between EFL Learners` Self-Efficacy Beliefs and Their Language Learning Strategy Use. English Language Teaching, 5(8), 113-121.\nBrown, H. D. (2014). Principles of language learning and teaching: a course in second language acquisition. Pearson.\nBrown, H., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson.\nChamot, A. U. (1987). A Study of Learning Strategies in Foreign Language Instruction. First Year Report.\nChamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual review of applied linguistics, 25, 112-130.\nChamot, A. U., Barnhardt, S., El-Dinary, P., & Robbins, J. (1996). Methods for teaching learning strategies in the foreign language classroom. Language learning strategies around the world: Cross-cultural perspectives, 175-187.\nChamot, A. U., & El-Dinary, P. B. (1999). Children`s Learning Strategies in Language Immersion Classrooms. Modern Language Journal, 319-338.\nChen, T. (2014). Analyses of Technical University Students` Learning Strategies, Self-efficacy, and Language Proficiency. 應用英語期刊, (7), 147-161.\nChing, L. C. (2002). Strategy and self-regulation instruction as contributors to improving students` cognitive model in an ESL program. English for Specific Purposes, 21(3), 261-289.\nCohen, A. D., & Macaro, E. (2007). Language learner strategies: thirty years of research and practice (No. Sirsi) i9780194422543).\nGoh, C., & Foong, K. (1997). Chinese ESL students’ learning strategies: A look at frequency, proficiency, and gender. Hong Kong Journal of Applied Linguistics, 2(1), 39-53.\nGriffiths, C. (2015). What have we learnt from ‘good language learners’?. Elt Journal, 69(4), 425-433.\nGunning, P. (1997). The learning strategies of beginning ESL learners at the primary level (Doctoral dissertation, Concordia University).\nHsu, Y. J. (2007). Elementary school EFL students’ learning style preferences and strategy use and their relationship with the students’ English learning achievement. Unpublished master’s thesis, Providence University, Taiwan.\nIBM. (2019 ) “KMO and Bartlett`s Test”, IBM Knowledge Center https://www.ibm.com/support/knowledgecenter/en/SSLVMB_25.0.0/statistics_casestudies_project_ddita/spss/tutorials/fac_telco_kmo_01.html\nKargar, M., & Zamanian, M. (2014). The relationship between self-efficacy and reading comprehension strategies used by Iranian male and female EFL learners. International Journal of Language Learning and Applied Linguistics World, 7(2), 313-325.\nLan, R. L. (2005). Language learning strategies profiles of EFL elementary school students in Taiwan (Doctoral dissertation).\nLan, R., & Oxford, R. (2003). Language learning strategy profiles of elementary school students in Taiwan. IRAL, International Review of Applied Linguistics in Language Teaching, 41(4), 339-379.\nLard Statistics. (2019). “Pearson Product-Moment Correlation” https://statistics.laerd.com/statistical-guides/pearson-correlation-coefficient-statistical-guide.php\nLenth, R. V. (2001). Some practical guidelines for effective sample size determination. The American Statistician, 55(3), 187-193.\nLin, S. H. (2000). A study of English listening comprehension strategies used by senior high school students in Taiwan. Unpublished Master’s thesis, National Kaohsiung Normal University.\nLittle, D. G. (1991). Learner autonomy: Definitions, issues and problems. Authentik Language Learning Resources.\nMagogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338-352.\nMendelsohn, D. (1986). Student needs: Cognitive as well as communicative. TESL Canada journal, 171-183.\nMills, H., & Clyde, J. A. (1991). Children’s success as readers and writers: It’s the teacher’s beliefs that make the difference. Young Children, 46(2), 54759.\nMoon, J. (2000). Children learning english. Oxford: Macmillan Heinemann English Language Teaching.\nNaseri, M., & Zaferanieh, E. (2012). The relationship between reading self-efficacy beliefs, reading strategy use and reading comprehension level of Iranian EFL learners. World Journal of Education, 2(2), 64.\nNyikos, M. (1987). The effect of color and imagery as mnemonic strategies on learning and retention of lexical items in German (Doctoral dissertation, Purdue University).\nNunan, D. (1992). Research methods in language learning. Cambridge University Press.\nOlivares, F., Fidalgo, R., & Torrance, M. (2016). Differences in reading self-efficacy between school years and according to gender. Revista de Psicodidáctica, 21(1), 45-63.\nOxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247.\nOxford, R. L. (1990). Language learning strategies-What every teacher should know. Heinle & Heinle.\nOxford, R. (2011). Teaching & Researching: Language Learning Strategies. Applied Linguistics.\nOxford, R. L., Ehrman, M., & Nyikos, M. (1988). Vive la difference? Reflections on sex differences in use of language learning strategies. Foreign Language Annals, 21(4), 321-329.\nOxford, R. L., & Gkonou, C. (2018). Interwoven: Culture, Language, and Learning Strategies. Studies in Second Language Learning and Teaching, 8(2), 403-426.\nOxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The modern language journal, 73(3), 291-300.\nOxford, R., & Su, Min-hsun (2007). Language learning strategies-What every teacher should know. (Thomson Asia PTE LTD., Trans.; 1st ed.). (Original work published 1990)\nPajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41, 116-125.\nPajares, F. (2003). Self-efficacy beliefs, motivation and achievement in writing. Reading and Writing Quarterly, 19, 139-158.\nPajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. Motivation and self-regulated learning: Theory, research, and applications, 111139.\nPajares, F., & Graham, L. (1999). Self-efficacy, moti- vation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.\nPajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. Perception, 11, 239-266.\nPajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contem- porary Educational Psychology, 26, 366-381\nPintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall.\nPolitzer, R. L. (1983). An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in second language acquisition, 54-68.\nPurdie, N., & Oliver, R. (1999). Language learning strategies used by bilingual school-aged children. System, 27(3), 375-388.\nRadwan, A. A. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. The Asian EFL Journal, 13(1), 115e163\nScarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom.\nShi, H. (2018). English Language Learners’ Strategy Use and Self Efficacy Beliefs in English Language Learning. Journal of International Students, 8(2), 724-741.\nShieh, S. (1995). Taiwanese junior college students` use of FLL strategies. Ji-Li Report.\nShmais, W. A. (2003). Language learning strategy use in Palestine. TESL-EJ, 7(2).\nSpencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. Springer.\nStanikzai, M. I. (2019). Self-Regulated Learning: An Exploratory Study (Level and Gender Difference). Research Review International Journal of Multidisciplinary, 04(03), 57–62.\nStat Trek (2021) “Teach yourself statistics” StatTrek.com https://stattrek.com/sampling/sampling-distribution.aspx\nStracke, E. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System, 60, 1-10.\nThought Co. (2019, August) “Social Cognitive Theory: How We Learn from the Behavior of Others”https://www.thoughtco.com/social-cognitive-theory-4174567\nTrinder, R. (2013). Business students’ beliefs about language learning in a university context. English for Specific Purposes, 32(1), 1-11.\nTschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 2027248. 
\nVan Teijlingen, E. R., & Hundley, V. (2001). The importance of pilot studies. Social research update, 35(4), 1-4.\nWang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students. Journal of Educational and Developmental Psychology, 3(1), Journal of Educational and Developmental Psychology, 01/06/2013, Vol.3(1).\nWang, W. Y. (2002). Effects of gender and proficiency on listening comprehension strategy use by Taiwanese EFL senior high school students: A case from Changhua, Taiwan. Unpublished master’s thesis, National Changhua University of Education.\nWenden, A. L. (1986). What do Second-Language Learners Know about their Language Learning? A Second Look at Retrospective Accounts1. Applied linguistics, 7(2), 186-205.\nWikipedia (2019) “Cognitive strategy”, the free encyclopedia https://en.wikipedia.org/wiki/Cognitive_strategy\nWong, Mary Siew-Lian. (2005). Language Learning Strategies and Language Self-Efficacy: Investigating the Relationship in Malaysia. RELC Journal: A Journal of Language Teaching and Research, 36(3), 245-269.\nXue, S. (2015). Language Learning Strategy Use of Chinese EFL Students in Relation to Gender. Sociology and Anthropology, 3(5), 259-268.\nYang, Nae-Dong (1992). (1999). The relationship between EFL learners` beliefs and learning strategy use. System 27: 515-535.\nYang, P. L., & Wang, A. L. (2015). Investigating the Relationship among Language Learning Strategies, English Self‐Efficacy, and Explicit Strategy Instructions. Taiwan Journal of TESOL, 12(1), 35-62.\nYılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 682-687.\nZare, M., & Mobarakeh, S. D. (2011). The relationship between self-efficacy and use of reading strategies: The case of Iranian senior high school students. Studies in Literature and Language, 3(3), 98.\nZeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self‐efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45(9), 1036-1058.\nZhang, Z. (1993). Literature Review on Reading Strategy Research.\nZimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational psychology review, 2(2), 173-201.\nZimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American educational research journal, 29(3), 663-676.\nZimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23, 614-628.\nZimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51.
描述: 碩士
國立政治大學
英語教學碩士在職專班
104951012
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0104951012
資料類型: thesis
Appears in Collections:學位論文

Files in This Item:
File Description SizeFormat
101201.pdf1.35 MBAdobe PDF2View/Open
Show full item record

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.