臺灣博碩士論文加值系統

此研究主要為探討在英語會話課中英文主修大學生的學習焦慮、學習風格以及學習策略。共有251位科技大學應用外語系學生參加本次的研究，填寫英語焦慮量表、學習策略問卷以及學習風格開放式問卷。在本研究中，應外系學生之學習焦慮程度以及常用的學習策略將以敘述統計的方式呈現，關於男女學生以及日夜間部的學生之間的相互比較則採用獨立T考驗進行研究。研究結果指出應外系的學習焦慮的確存在，也指出了學生常用的學習策略和對學生的學習風格之分析。此研究的結果將可以提供教師對於未來課程的規劃，並且對於科技大學的學生在英語會話課中的學習狀況有更多的了解。

The purpose of the present study is to investigate the anxiety level, preferred learning styles and learning strategies used among English majored students in English speaking courses. The participants of this study were 251 students majored in Applied Foreign Languages at one university of technology in central Taiwan. The major instruments were two questionnaires, including The Foreign Language Classroom Anxiety Scale (FLCAS), English Class Learning Strategies Questionnaire (ECLSQ) and learning style open-ended questionnaire. In the data collection, the participants’ anxiety level, learning styles and learning strategies were described in descriptive statistics. The differences on anxiety level, learning styles and learning strategies between day school/night school and male/female students were analyzed and computed by an Independent T-test. The results of this study indicated the anxiety level, major learning strategies and learning styles of the AFL students in CYUT. The findings of this research may provide enough information for the future curriculum design and also better understanding of the CYUT AFL students.

ABSTRACT ii

ACKNOWLEDGEMENTS…………………………………………iii

TABLE OF CONTENTS………………………………………iv

LIST OF TABLES…………………………………………vi

LIST OF FIGURES………………………………………viii

CHAPTER ONE INTRODUCTION


Background and Motivation...1
Statement of the Problem....4
Purposes of the Study.......5
Significance of the Study...5
Research Questions..........6
Definition of Terms.........7
Summary.....................9

CHAPTER TWO LITERATURE REVIEW
Nature of Language Anxiety............11
Facilitating Anxiety versus Debilitating Anxiety……………..12
Different Stages of the Anxiety of
the Foreign Language Learning………………13
Foreign Language Anxiety…………………14
Measuring Foreign Language Anxiety………………..17
Definition and Classification of Learning Style…………..19
Learning Style Research……………………...23
Cognitive Learning Strategies………………………….24
Metacognitive Learning Strategies……………………………………..25
Social/affective Learning Strategies……………………………………26
Specific Learning Strategies for Speaking……………………………..27
Direct Strategies…………………………………..28
Indirect Strategies…………………..............30
The Learning Strategies Questionnaire (LS Questionnaire)…….32



CHAPTER THREE METHODOLOGY
Participants………………………………………..33
Instruments…………………………………..33
Procedures of the Study……………………………...…37
PilotStudy…………………………………………………38
Data Collection……………………………………………39
Data Analysis…………………………………...40

CHAPTER FOUR RESULTS
Demographic Information of the Participants……………….41
Background Information of the Participants……………...42
The Result of the Questionnaire…………………………..45
Result of the Research Question One………………45
Result of the Research Question Two…………………....51
Result of the Research Question Three………56
Result of the Research Question Four……………67
The Findings of the Open-ended Questionnaires…………77

CHAPTER FIVE CONCLUSION
Summary of Major Findings…………………………94
Pedagogical Implications…………………………….…..101
Limitations of the Study…………………………..……..104
Suggestions for Future Studies…………………………..105


REFERENCES………………….………….……..107
APPENDICES………………………………………….115
APPENDIX A…………………………………..….115
APPENDIX B:……………………………………..119
APPENDIX C:……………………………………….…….124

LIST OF TABLES

Table 1 Direct Strategies for Speaking Strategies……29
Table 2 Indirect Strategies for Speaking Strategies……31
Table 3 The Distribution of Participants……………..42
Table 4 Frequency and Distribution of Test-taken Experiences..43
Table 5 Descriptive Analysis of TOEFL and TOEIC Scores…43
Table 6 Proficiency in English Speaking Courses………….44
Table 7 Descriptive Statistics for Measures of Anxiety Based on FLCAS……………………………..……46
Table 8 Results of CYUT AFL Students’ Learning Anxiety in the English Speaking Courses……………47
Table 9 Descriptive Statistics for Speaking Strategies Based on SILL………………………………………....52
Table 10 Oxford’s (1990) SILL Score Standard for Strategy Use.............53
Table 11 Results of CYUT AFL Student’s Learning Strategies in the English Speaking Courses………………………..54
Table 12 Descriptive Analysis of Anxiety between Genders………58
Table 13 Independent T-test of Anxiety between Genders Results….....59
Table 14 Significant Different Descriptions from FLCAS……….61
Table 15 Descriptive Analysis of Speaking Strategies by Gender…….62
Table 16 Independent T-test of Speaking Strategies between Genders….63
Table 17 Significant Descriptions from SILL…………….………65
Table 18 Descriptive Statistics for Measures of Anxiety of the Day School Participants………………….………………………..68
Table 19 Descriptive Statistics for Measures of Anxiety of the Night School Participants.…………………………….....69
Table 20 Descriptive Statistics of Speaking Strategies of Day School Participants…………………….……….…70
Table 21 Descriptive Statistics of Speaking Strategies of Night School Participants………………………………….….71
Table 22 Independent T-test of Anxiety between Day School and Night School Participants…………………………….72
Table 23 Significant Description from FLCAS……………….73
Table 24 Independent T-test of Speaking Strategies between Day School and Night School Participants Results…………74
Table 25 Significant Description from SILL………….…75
LIST OF FIGURES
Figure 1. The Flow Chart of the Study Procedures……………..…….…..38
Figure 2. Proficiency in English speaking courses…………………..……45
Figure 3. Major Learning Styles of Female Students………………..……66
Figure 4. Major Learning Styles of Male Students…………………..……67
Figure 5. Major Learning Styles of Day School Students……………..….76
Figure 6. Major Learning Styles of Night School Students………….……77
Figure 7. Favorite Activity in English Speaking Courses…………………77
Figure 8. Disliked Activities in English Speaking Courses………...……..79
Figure 9. Most Effective Activity in English Speaking Courses………….81
Figure 10. Wastes of Time Activities in English Speaking Courses……....83
Figure 11. Preferences of Group or Individual Activities…………...…….85
Figure 12. Ambiguity Tolerance in English Speaking Courses………...…87
Figure 13. Attitudes for Answering Questions…………………………....89
Figure 14. Most Bothering Activity in English Speaking Courses………..91
Figure 15. Self Examples for Improving English Speaking Ability……....92

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