技術型高中建教合作與一般班學生專業英文詞彙學習成效評估模式之研究─以高雄市某技術型高中為例

Abstract

英語詞彙已然是技術型高中學生學群專業養成的重要課題。唯建教生因著實習的必要，經常性的於學校與職場間進行轉換，與一般生的穩定到校，所能進行的英語詞彙學習，於上課時數、學習效益乃至因著實習環境的變化均有落差。在台灣已然向雙語國家之路邁進的同時，如何於關乎英語詞彙的教學，採取精準的策略，了解學生們的學習成效，並對學習模式進行評估，是為教學上重要的議題。本研究以高雄市某一技術型高中學生為研究對象，藉由關切階層以及Kirkpatrick所提出四層次教育訓練成效評估模式為理論基礎，剖析資訊反應層次、自我反應層次、行為層次、合作成果層次、調整成果等不同層次學習成效，對學生專業英文詞彙學習成效的影響，並以自學效能為變項，探討學生自學效能在自我反應層次與行為層次之間的調節效果。並運用線性多元迴歸與路徑分析來探討各變項的影響。研究結果發現，建教合作生在校學習與實習時間雖與一般技術型高中生不同，但其專業英文學習成效、動機、與各種關切階層並無顯著不同，經由導師訪談後發現因其學習模式、學習工具及職場需求造成建教生在準備專業英文認證上除了動機足夠外專業英文相關學習歷程與一般生並無太大差異，此研究發現可做為日後探討非教室內學習或是網路教學等學習模式之基礎。English vocabulary has become an important topic in the professional development of discipline clusters for students at vocational high schools. Students enrolled in cooperative education programs have to constantly move between school and the workplace in order to accomplish their internships. Accordingly, gaps exist in English vocabulary learning between these students and general students who attend schools regularly in respect of the hours of courses taken, learning effectiveness, and even changes due to internship environments As Taiwan strides towards becoming a bilingual nation, how to adopt precise strategies for English vocabulary teaching, understand students’ learning effectiveness, and assess their learning models have become critical issues in teaching.This study recruited students at a vocational high school in Kaohsiung as the research subjects. Using the stages of concern approach and the four-level training evaluation model proposed by Kirkpatrick as the theoretical basis, the study analyzed the influence of learning effectiveness at different levels, including information reaction, self-reaction, behaviour, cooperation results, and adjustment results levels, on the effectiveness of students’ professional English vocabulary learning. In addition, the moderating effect of students’ self-teaching efficacy, which was taken as a variable, between self-reaction and behaviour levels was explored. Further, linear multiple regression and path analysis methods were also employed to investigate the effects of different variables.According to the results of this study, despite differences in the time spent on school learning and internships between students in cooperative education programs and general vocational high school students, no significant difference was observed in the effectiveness, motivations and all levels of concern of their professional English learning. Through interviews with homeroom teachers, no significant difference was found between students in cooperative education programs and general students in their professional English-related learning except for adequate motivations while preparing for professional English certification due to their learning model, learning tools, and workplace demands. The findings of this study can be used as a basis for future research on such learning models as non-classroom or web-based learning.