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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 13:18:49 (UTC+8)
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。
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。
　　研究結果顯示：
1.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。
2.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。
3.女學童英語學習策略的使用頻率及自我效能高於男學童。
4.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。
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.
The 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.
The results are as follows:
1.The frequencies of learning strategies were medium. Students favored compensation strategies the most, followed by metacognitive strategies.
2.Students’ learning strategies correlated with their self-efficacy beliefs.
3.Girls used learning strategies more often and had more self-efficacy beliefs than boys.
4.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.
These 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.
Atehortúa, J. N. A. (2010). COGNITIVE STYLES: AN APPROACH TO AUTONOMOUS LEARNING IN L2 ADULT STUDENTS. Revista Q, 4(8).
Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. cognitive therapy and research, 8, 231-255.
Bandura, A. (1997). Self-efficacy : the exercise of control / Albert Bandura. W.H. Freeman.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited.
Bandura, 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.
Bolitho, R., & Tomlinson, B. (1995). Discover English:(a language awareness workbook).
Bonyadi, 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.
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Chamot, 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.
Chamot, A. U., & El-Dinary, P. B. (1999). Children`s Learning Strategies in Language Immersion Classrooms. Modern Language Journal, 319-338.
Chen, T. (2014). Analyses of Technical University Students` Learning Strategies, Self-efficacy, and Language Proficiency. 應用英語期刊, (7), 147-161.
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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
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming-chungen_US
dc.contributor.author (Authors) 陳素華zh_TW
dc.contributor.author (Authors) Chen, Su-huaen_US
dc.creator (作者) 陳素華zh_TW
dc.creator (作者) Chen, Su-huaen_US
dc.date (日期) 2019en_US
dc.date.accessioned 10-Feb-2022 13:18:49 (UTC+8)-
dc.date.available 10-Feb-2022 13:18:49 (UTC+8)-
dc.date.issued (上傳時間) 10-Feb-2022 13:18:49 (UTC+8)-
dc.identifier (Other Identifiers) G0104951012en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/138989-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 104951012zh_TW
dc.description.abstract (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。
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。
　　研究結果顯示：
1.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。
2.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。
3.女學童英語學習策略的使用頻率及自我效能高於男學童。
4.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。
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。		zh_TW
dc.description.abstract (摘要) 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.
The 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.
The results are as follows:
1.The frequencies of learning strategies were medium. Students favored compensation strategies the most, followed by metacognitive strategies.
2.Students’ learning strategies correlated with their self-efficacy beliefs.
3.Girls used learning strategies more often and had more self-efficacy beliefs than boys.
4.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.
These 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.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES x
CHINESE ABSTRACT ix
ENGLISH ABSTRACT xi
INTRODUCTION 1
1.1 Purpose of Study 2
1.2 Significance of Study 2
LITERATURE REVIEW 3
2.1 English Learning Strategies 3
2.2 Self-Efficacy Beliefs 6
2.3 English Learning Strategies and Self-Efficacy Beliefs 10
RESEARCH METHOD 17
3.1 Research Questions 17
3.2 Research Designs 17
3.3 Questionnaires 19
3.4 Data Analysis 23
RESULTS 27
4.1 What Are the Main Learning Strategies for Primary EFL Students? 27
4.2 What Is the Link Between Primary EFL Students’ Learning Strategies and
Their Beliefs of Self-Efficacy? 29
4.3 Do Boys and Girls Differ in Their Learning Strategies and Self-Efficacy? 36
DISCUSSION 41
5.1 Comparison of Similarities Among Studies 41
5.2 Discussion of Possible Factors 45
CONCLUSION 59
6.1 Review of Research Findings 59
6.2 Pedagogical Implications 60
6.3 Limitations 61
6.4 Suggestions for Further Research 61
REFERENCES 63
APPENDICES 72
Appendix A KMO and Bartlett Test 72
Appendix B Total Variance Explained 73
Appendix C The Children’s SILL 74
Appendix D Self-Efficacy Beliefs 78
Appendix E Self-Regulated Learning 80
Appendix F Chinese Questionnaire 81		zh_TW
dc.format.extent 1385024 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951012en_US
dc.subject (關鍵詞) 語言學習策略zh_TW
dc.subject (關鍵詞) 英語自我效能zh_TW
dc.subject (關鍵詞) 自我監測學習zh_TW
dc.subject (關鍵詞) EFL學生zh_TW
dc.subject (關鍵詞) Language learning strategiesen_US
dc.subject (關鍵詞) Language learning strategiesen_US
dc.subject (關鍵詞) English self-efficacy beliefsen_US
dc.subject (關鍵詞) Self-regulated learningen_US
dc.subject (關鍵詞) EFL studentsen_US
dc.title (題名) 國小自我效能感與英語學習策略關係之探討zh_TW
dc.title (題名) The Relation Between Elementary School Students` Beliefs in Self-Efficacy and Their English Learning Strategiesen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (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.
Atehortúa, J. N. A. (2010). COGNITIVE STYLES: AN APPROACH TO AUTONOMOUS LEARNING IN L2 ADULT STUDENTS. Revista Q, 4(8).
Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. cognitive therapy and research, 8, 231-255.
Bandura, A. (1997). Self-efficacy : the exercise of control / Albert Bandura. W.H. Freeman.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited.
Bandura, 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.
Bolitho, R., & Tomlinson, B. (1995). Discover English:(a language awareness workbook).
Bonyadi, 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.
Brown, H. D. (2014). Principles of language learning and teaching: a course in second language acquisition. Pearson.
Brown, H., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson.
Chamot, A. U. (1987). A Study of Learning Strategies in Foreign Language Instruction. First Year Report.
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual review of applied linguistics, 25, 112-130.
Chamot, 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.
Chamot, A. U., & El-Dinary, P. B. (1999). Children`s Learning Strategies in Language Immersion Classrooms. Modern Language Journal, 319-338.
Chen, T. (2014). Analyses of Technical University Students` Learning Strategies, Self-efficacy, and Language Proficiency. 應用英語期刊, (7), 147-161.
Ching, 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.
Cohen, A. D., & Macaro, E. (2007). Language learner strategies: thirty years of research and practice (No. Sirsi) i9780194422543).
Goh, 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.
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dc.identifier.doi (DOI) 10.6814/NCCU202200114en_US