以自我調整學習方案提升大學生英文口語溝通意願之行動研究

Abstract

本研究採用自我調整學習模式（Self-regulated Learning Model），設計教學方案。透過本方案的設計，本研究希望提升大學生的英文口語溝通意願，並藉此了解學生對本課程方案的意見與學習歷程。本研究採用行動研究的方式進行，研究時程約為四個月，以本國籍大學生（共5人）為研究對象。本研究的量化工具使用英文口語溝通意願量表進行前測與後測，並且以無母數統計法進行研究結果的分析，以評估參與者的英文口語溝通意願變化。實施本課程方案的期間，亦針對所有課程蒐集影音紀錄、學習單、課程回饋單、研究者教學札記、課後訪談紀錄等作為質性資料，以了解參與者的學習情形以及對上課內容的意見與想法。研究結果顯示，參與者的英文口語溝通意願上有顯著的進步，在英文口語溝通焦慮感上則沒有顯著改變，在自我感知的口語溝通能力上則有顯著的提升。此外，從深度訪談以及參與者回饋中也發現，參與者對於自我調整學習模式運用於口語溝通教學大多持正面看法；也認為自我調整學習模式除了能提升口語溝通意願外，更能對於英文口語溝通能力有正向的影響。根據研究結果，研究者亦在最後提出相關討論與建議，以提供英語教學者以及後續研究者在進行英文口語溝通能力教學相關研究之參考。By adopting the self-regulated learning model to design a teaching method, the present study aims to encourage college students to communicate orally in English and understand their learning process as well as opinions on the teaching method. This study was conducted in the form of action research, and the total time of research was approximately four months. The participants of this study were five Taiwanese college students. To measure the difference in their willingness to communicate in English, data were collected by using the English Oral Communication Willingness Scale and the pretest-posttest design before being analyzed with nonparametric methods. During the implementation of the teaching method, all audiovisual records, worksheets, feedback, after-course interviews, and the researcher’s reflective journal were also collected as qualitative data to understand the learning status of the participants and their opinions on the course content. The research result showed that there was significant progression in both their willingness to communicate in English and perceived communication competence in English but not in their communication anxiety in English. In addition, in-depth interviews and feedback from the participants suggested that most participants have a positive view of applying the self-regulated learning model to oral communication teaching and agreed this model raises not only their willingness to communicate in English but their English communication competence. Based on the result, the researcher also provided relevant discussions and recommendations for English teachers and future researchers conducting research related to teaching English communication skills.