臺灣博碩士論文加值系統

台灣教育部自1983年起，已開始實施中學英語教育，為學生培養一個國際化的大理念(「高級中學教育」，2018)。雖然培養學生學習第二外語固然重要，但難保學生在英語學習過程中還是會出現學習成效有落差的現象產生。根據林怡伶 (2014) 指出在台灣教育現場中一種不平衡稱為「雙峰現象」已經漸漸日漸嚴重尤其在以英語學習成效更為顯而易見。
本研究主旨在探討台灣高級中學之學生其英語學習成效，以台中市M中學之高中部學生為研究樣本，透過學生對英語的學習狀況、學校英語老師教學品質、在校學習環境、教學設備等的要素設計問卷20個題項，並以Parasuraman, Zeithmal and Berry (1985) 所提出之「服務品質模式」(PZB模式) 與SERVQUAL量表作為衡量英語教學品質的工具，透過敘述性統計、獨立性檢定、信度分析與效度分析、邏輯斯迴歸模式以及Martilla and James在1977年所提出的重要性-滿意度分析方法 (IPA) 等統計方法分析，期望藉由研究結果對校方在改善成效與提昇英語教學品質上有所助益。
根據本文IPA圖示結果顯示，研究結果發現，由IPA分析20個題項中有1個題項需要立即改善，有3個題項則是資源過剩，本文針對這些需改善題項提供改善策略之建議，進而改善英語教學之缺失，目的在於提升學生的學習動機及學習成效。

Since 1983, the Ministry of Education in Taiwan has begun to implement secondary high school English education to cultivate a grand international concept for students (“Senior High School Education”, 2018). Although it is important to train students to learn a second foreign language, it is difficult to ensure that students will not have a decline in learning outcomes during the English learning process. Lin (2014) indicated that an imbalance in the educational scene in Taiwan is called bimodal distribution, which has become increasingly serious, especially in English. The main purpose of this study is to explore Taiwanese high school students’ effectiveness of English learning. The senior high school students from Taichung City M Secondary School are the research samples. Twenty items of the questionnaire are designed via elements of students' learning status in English, school English teachers’ teaching quality, schools’ learning environment, English teaching equipment, and other components. The Quality of Service Model (PZB model) and the SERVQUAL scale proposed by Parasuraman, Zeithmal, and Berry (1985) are used as a tool to measure the quality of English teaching. Analytical methods of descriptive statistics, the test of independence, reliability analysis, logistic regression, and Importance-performance Analysis (IPA) proposed by Martilla and James in 1977, were used to analyze the data. It is hoped that the research results will help the school to improve the effectiveness of English and English teaching quality. As the IPA matrix results showed, one out of the twenties items identified by IPA needs first order improvement, and three items were over-resourced. This paper provided improvement strategies for these items. Suggestions were given to improve the lack of English teaching and the aid of improving students' learning motivation and effectiveness of learning.

TABLE OF CONTENTS
CHINESE ABSTRACT I
ENGLISH ABSTRACT III
ACKNOWLEDGEMENTS V
TABLE OF CONTENTS VI
LIST OF TABLES VIII
LIST OF FIGURES XI
CHAPTER ONE INTRODUCTION 1
Research Background 1
Research Motivation 4
Purpose of the Study 9
Research Procedure 10
CHAPTER TWO LITERATURE REVIEW 12
Overview of Senior High School Students’ English Learning 12
Relevant Literature Review of Effectiveness Learning 13
Relevant Literature Review of Service Quality 16
Relevant Literature Review of Importance-performance Analysis 17
CHAPTER THREE METHODOLOGY 21
Questionnaire Design and Survey 21
Research Participants 23
Analytical Methods 23
CHAPTER FOUR RESULTS 32
Descriptive Statistics 32
Test of Independence 42
Logistic Regression 55
Reliability Analysis 60
Importance-performance Analysis (IPA) 62
CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 66
Conclusions 66
Suggestions 70
REFERENCES 73
English References 73
Chinese References 82
APPENDICES 84
Questionnaire 84

LIST OF TABLES
Table 3.1 Questionnaire Overall Effective Response Rate 23
Table 3.2 Classification Error Table 26
Table 4.1 Descriptive Statistics of Participants (Students’ Personal Information) 35
Table 4.2 Descriptive Statistics of Participants (Students’ English Learning Situation) 41
Table 4.3 Cross-table of “How did you like English so far” 43
Table 4.4 Contingency Table of “Gender” and “How did you like English so far” 45
Table 4.5 Contingency Table of “Mother’s occupation” and “How did you like English so far” 46
Table 4.6 Contingency Table of “Do you agree with school policy assigning classes according to the levels of English ability” and “How did you like English so far” 47
Table 4.7 Contingency Table of “What range do your grades fall according to your last semester examination” and “How did you like English so far” 48
Table 4.8 Contingency Table of “Which level of your English grades in class last semester” and “How did you like English so far” 49
Table 4.9 Contingency Table of “How do you feel about the difficulty of the English textbooks used in class” and “How did you like English so far” 50
Table 4.10 Contingency Table of “How do you feel about the difficulty of the current English examinations” and “How did you like English so far” 51
Table 4.11 Contingency Table of “Watching English movies would help to enhance your English” and “How did you like English so far” 52
Table 4.12 Contingency Table of “Listening or singing English songs may improve the level of English” and “How did you like English so far” 53
Table 4.13 Contingency Table of “Do you agree that taking more English tests is able to enhance your English abilities” and “How did you like English so far” 54
Table 4.14 Contingency Table of “Do your parents place a high value upon the results of English tests” and “How did you like English so far” 55
Table 4.15 Hosmer and Lemeshow Test 56
Table 4.16 Cross-table of Classification Error 57
Table 4.17 Discriminant Variable Significants of Logistic Regression 58
Table 4.18 Reliability Analysis Table 61
Table 4.19 Importance-performance Analysis (IPA) Table 64

LIST OF FIGURES
Figure 1.1 Procedure of the Study 11
Figure 3.1 Importance-performance Analysis Matrix (IPA) 30
Figure 4.1 Effectiveness of English Learning-IPA Scatter Plot 65

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