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題名 考試導向的學習情境下試題預覽學習單對提升國中生英語學習動機與學習成就之效益
The effect of the test-question preview worksheets on promoting junior high school students` English learning motivation and English achievement in a test-oriented learning context
作者 張琬琪
Chang, Wan Chi
貢獻者 尤雪瑛
Yu, Hsueh ying
張琬琪
Chang, Wan Chi
關鍵詞 英語學習動機
英語學習成就
台灣
English learning motivation
English achievement
Taiwan
日期 2013
上傳時間 2-Jan-2014 14:49:57 (UTC+8)
摘要 動機雖被認定為影響第二語言及外語學習的因素之一，然而如何在考試導向的學習環境下提升學生內在或自主性英語學習動機的相關研究並不多。本研究依據自我決定理論(the self-determination theory)來設計學習單，用以輔助學生學習學校的一般英語課程，來探討自我決定理論在現行教育環境下使用的效益。此外，學習單的使用是否能幫助學生的成就表現優於其他學生也一併研究。
參與本研究的對象為台灣北部一所公立國中八年級兩個班的六十位學生。這兩個班級有相似的社會背景及英語成就表現，並隨機被指定為實驗組與控制組。實驗組可在考試前預覽印在學習單上的試題，而控制組則直接參與考試。本實驗歷時七週，蒐集資料的工具包含問卷、學習單和該學校所舉辦的英語成就測驗(英語段考)。研究方法含量化及質性分析，主要探討學習單對學生的三個英語學
習動機元素(autonomy, competence and relatedness)及英語成就表現的影響。
研究結果顯示高成就學生的主動性(autonomy)及中等成就學生的主動性(autonomy)、自我感知的英語能力(perceived competence)以及與同儕、老師間的相關性(relatedness)有提升。然而，低成就學生的三個英語學習動機元素則下降。另外，實驗組在該學校所舉辦的英語成就測驗的表現和對照組相比並無明顯差異。本研究最後對使用學習單提升學生內在或自主性學習動機在實際教學上的應用提供建議，以作為參考。
Although motivation has been viewed as an important factor that affects second and foreign language acquisition, there isn’t much research investigating how to promote students’ intrinsic or more self-regulated motivation to learn English in test-oriented classroom settings. This study explores this area by complementing students’ regular English classes at school with the worksheets designed based on the self-determination theory. Furthermore, it also investigates whether students with the aid of the worksheets would outperform those not using the worksheets academically.
For this research purpose, two classes of 60 eighth-graders in a public junior high school in northern Taiwan took part in this study. The two classes with similar social background and English academic performances were randomly classified into an experimental group and a control group. The experimental group was given a chance to preview the test questions which were printed on the worksheets distributed to them as the complementary material before the tests. The control group, on the other hand, was given the tests directly without the chance to preview the test questions. The experiment lasted for seven weeks, and the data were collected through three instruments, a questionnaire, the worksheets, and a school administered-achievement test. Both quantitative and qualitative research methods were adopted to probe into the influence of the worksheets upon the participants’ three motivational components, namely autonomy, competence, and relatedness as well as their academic performance on the achievement test.
The study results indicate that the worksheets could help promote the high achievers’ autonomy and the middle achievers’ autonomy, competence perception and relatedness, but they did not exert positive effects on the low achievers. Furthermore, the experimental group didn’t outperform the control group on the school-administered achievement test. Some pedagogical implications were presented at the end of the thesis.
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描述 碩士
國立政治大學
英語教學碩士在職專班
98951006
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951006
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh yingen_US
dc.contributor.author (Authors) 張琬琪zh_TW
dc.contributor.author (Authors) Chang, Wan Chien_US
dc.creator (作者) 張琬琪zh_TW
dc.creator (作者) Chang, Wan Chien_US
dc.date (日期) 2013en_US
dc.date.accessioned 2-Jan-2014 14:49:57 (UTC+8)-
dc.date.available 2-Jan-2014 14:49:57 (UTC+8)-
dc.date.issued (上傳時間) 2-Jan-2014 14:49:57 (UTC+8)-
dc.identifier (Other Identifiers) G0098951006en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/63241-
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) 98951006zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 動機雖被認定為影響第二語言及外語學習的因素之一，然而如何在考試導向的學習環境下提升學生內在或自主性英語學習動機的相關研究並不多。本研究依據自我決定理論(the self-determination theory)來設計學習單，用以輔助學生學習學校的一般英語課程，來探討自我決定理論在現行教育環境下使用的效益。此外，學習單的使用是否能幫助學生的成就表現優於其他學生也一併研究。
參與本研究的對象為台灣北部一所公立國中八年級兩個班的六十位學生。這兩個班級有相似的社會背景及英語成就表現，並隨機被指定為實驗組與控制組。實驗組可在考試前預覽印在學習單上的試題，而控制組則直接參與考試。本實驗歷時七週，蒐集資料的工具包含問卷、學習單和該學校所舉辦的英語成就測驗(英語段考)。研究方法含量化及質性分析，主要探討學習單對學生的三個英語學
習動機元素(autonomy, competence and relatedness)及英語成就表現的影響。
研究結果顯示高成就學生的主動性(autonomy)及中等成就學生的主動性(autonomy)、自我感知的英語能力(perceived competence)以及與同儕、老師間的相關性(relatedness)有提升。然而，低成就學生的三個英語學習動機元素則下降。另外，實驗組在該學校所舉辦的英語成就測驗的表現和對照組相比並無明顯差異。本研究最後對使用學習單提升學生內在或自主性學習動機在實際教學上的應用提供建議，以作為參考。		zh_TW
dc.description.abstract (摘要) Although motivation has been viewed as an important factor that affects second and foreign language acquisition, there isn’t much research investigating how to promote students’ intrinsic or more self-regulated motivation to learn English in test-oriented classroom settings. This study explores this area by complementing students’ regular English classes at school with the worksheets designed based on the self-determination theory. Furthermore, it also investigates whether students with the aid of the worksheets would outperform those not using the worksheets academically.
For this research purpose, two classes of 60 eighth-graders in a public junior high school in northern Taiwan took part in this study. The two classes with similar social background and English academic performances were randomly classified into an experimental group and a control group. The experimental group was given a chance to preview the test questions which were printed on the worksheets distributed to them as the complementary material before the tests. The control group, on the other hand, was given the tests directly without the chance to preview the test questions. The experiment lasted for seven weeks, and the data were collected through three instruments, a questionnaire, the worksheets, and a school administered-achievement test. Both quantitative and qualitative research methods were adopted to probe into the influence of the worksheets upon the participants’ three motivational components, namely autonomy, competence, and relatedness as well as their academic performance on the achievement test.
The study results indicate that the worksheets could help promote the high achievers’ autonomy and the middle achievers’ autonomy, competence perception and relatedness, but they did not exert positive effects on the low achievers. Furthermore, the experimental group didn’t outperform the control group on the school-administered achievement test. Some pedagogical implications were presented at the end of the thesis.		en_US
dc.description.tableofcontents Acknowledgements iii
Table of Contents iv
List of Tables viii
List of Figures x
Chinese Abstract xi
English Abstract xiii
Chapter One: Introduction 1
Background and Motivation 1
Purpose of Study 3
Chapter Two: Literature Review 5
Motivation 5
Three Traditional Perspectives on Motivation 5
The Motivational Theories Based on Constructivist Perspective 8
Goal Theory 8
Expectancy-value Theory 11
Self-efficacy Theory 14
Attribution Theory 17
Self-determination Theory 21
The Support for the Three Human Fundamental Needs in Education and Second/Foreign Language Learning 24
Autonomy 24
Competence 27
Relatedness 28
Learning Motivation Research in Taiwan 31
Worksheets Used in English Classes 33
Chapter Three: Methodology 35
Participants 35
Instruments 36
The Principles for Designing the Test-question Preview Worksheets and the English Learning Motivation Questionnaire 36
Test-question Preview Worksheets 38
The Test Section 38
The Advanced Exercise Section 41
The Student Self-evaluation Section 42
The Student/Teacher Feedback Section 45
The Two Stages of Completing the Worksheets Learning 46
English Learning Motivation Questionnaire 48
A School-administered English Achievement Tests 50
Data Analysis Methods 50
Procedure 53
Pilot Study 53
The Procedure of the Pilot Study 53
The Results of the Pilot Study and the Modifications 54
The Test-question Preview Worksheets 54
The English Learning Motivation Questionnaire 55
Formal Study 57
Chapter Four: Results and Discussion 59
The Statistical Results of the English Learning Motivation Questionnaire 59
The Changes of the Experimental High Group’s Three Motivational Components 61
The Changes of the Experimental Middle Group’s Three Motivational Components 65
The Changes of the Experimental Low Group’s Three Motivational Components 69
The Analysis of the Open Questions on the Test-question Preview Worksheets 73
Discussion on the Findings of the Analysis on the English Learning Motivation questionnaire and the Test-question Preview Worksheets 87
The Influence of the worksheet learning upon the Participants’ Autonomy for Learning English 87
High Group 87
Middle Group 90
Low Group 93
The Influence of the worksheet learning upon the Participants’ Competence Perception 96
High Group 96
Middle Group 98
Low Group 100
The Influence of the worksheet learning upon the Participants’ Relatedness with Their Classmates and the Teacher 103
High Group 103
Middle Group 104
Low Group 106
Report and Discussion of the Results of the School-administered English Achievement Test 108
Chapter Five: Conclusion 111
Summary of Major Findings 111
Pedagogical Implications 114
Limitations of the Study 116
Suggestions for Future Research 117
References 119
Appendixes 131























LIST OF TABLES


Table 4.1 Independent-samples T-test of the Experimental and the Control Groups’ Competence Perception, Autonomy and Relatedness before the Treatment 60
Table 4.2 Paired-samples T-test of the Experimental and the Control Groups’ Competence Perception, Autonomy and Relatedness 61
Table 4.3 Paired-samples T-test of the Experimental High Groups’ Competence Perception, Autonomy and Relatedness 62
Table 4.4 The Descriptive Statistical Results of the Experimental High Group’s Questionnaire Scores 63
Table 4.5 Paired-samples T-test of the Experimental Middle Groups’ Competence Perception, Autonomy and Relatedness 66
Table 4.6 The Descriptive Statistical Results of the Experimental Middle Group’s Questionnaire Scores 67
Table 4.7 Paired-samples T-test of the Experimental Low Groups’ Competence Perception, Autonomy and Relatedness 69
Table 4.8 The Descriptive Statistical Results of the Experimental Low Group’s Questionnaire Scores 71
Table 4.9 Numbers of the Participants Setting Goals 74
Table 4.10 Numbers of the Participants Using Learning Strategies for Preparing for the Test questions 76
Table 4.11 Numbers of the Participants Feeling Satisfied or Dissatisfied with the Test Results 78
Table 4.12 Numbers of the Participants Giving Reasons for Feeling Satisfied or Dissatisfied with the Test Results 79
Table 4.13 Numbers of the Participants Stating Gains from the Worksheet Learning 81
Table 4.14 Numbers of the Participants Giving Reasons for Feeling Thankful to Their Classmates and the Teacher 82
Table 4.15 Numbers of the Participants Giving Feedback on the Worksheet Learning 84
Table 4.16 Independent-samples T-test of the Experimental and Control Groups’/Subgroups’ Scores of the School-administered English Achievement Test 108
















LIST OF FIGURES


Figure 3.1 The Procedure of the Formal Study 57		zh_TW
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dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951006en_US
dc.subject (關鍵詞) 英語學習動機zh_TW
dc.subject (關鍵詞) 英語學習成就zh_TW
dc.subject (關鍵詞) 台灣zh_TW
dc.subject (關鍵詞) English learning motivationen_US
dc.subject (關鍵詞) English achievementen_US
dc.subject (關鍵詞) Taiwanen_US
dc.title (題名) 考試導向的學習情境下試題預覽學習單對提升國中生英語學習動機與學習成就之效益zh_TW
dc.title (題名) The effect of the test-question preview worksheets on promoting junior high school students` English learning motivation and English achievement in a test-oriented learning contexten_US
dc.type (資料類型) thesisen
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