臺灣博碩士論文加值系統

在許多文獻裡，東亞學生常在課堂第二語言溝通意願 (L2 WTC) 上被視為態度被動與沉默寡言。然而，電腦輔助語言學習 (CALL) 的出現對於教學和學習上提供不少的好處及優點，但同時也要求了使用者的線上學習準備程度。雖然在網路語言學習準備程度有不少研究，但其與第二語言溝通意願相關的探討卻不多。本研究主要探索學習者對於線上語言學習的準備程度其構面 (自導學習、電腦網路自我效能、線上溝通自我效能、學習者控制、學習動機)與在線上語言學習平台中學習者的第二語言(英語)溝通意願之關聯性。另外，對於不同性別以及科系的差異，在此研究項目也有所討論。

此研究採用量化為主質量為輔的混合研究方法，在量化研究使用了立意抽樣法，共計有122位國立高雄科技大學的學生參與此研究，分別主修英語、電子以及電機系。問卷內容主要有三部分組成，第一部分為線上英語學習準備程度，第二外語溝通意願，第三部分為基本資料。在資料分析中，此研究採用了無母數檢定 (Mann-Whitney U test) 及單因子多樣本中位數差異檢定 (Kruskal-Wallis H test) ，分別用以了解性別以及主修科系的表現差異。問卷構面採用了驗證式因素分析與結構方程模型來確定構面的組成以及構面之間的關係。此外，在質性方面，研究也會對於學生線上語言學習進行學習內容與過程的後續訪談。

研究結果顯示，此概念模型能夠有效的用來解釋學習者的學習過程。具體來說，在線上第二語言學習準備程度構面下，學生的線上溝通自我效能和電腦/網路自我效能對於他們的學習者控制及學習動機產生顯著正向影響，學習控制對於自導學習與學習動機也有顯著正面影響。在線上第二語言學習準備程度構面與線上第二語言溝通意願之關聯中，學生的線上溝通自我效能和電腦/網路自我效能對於線上第二語言溝通意願有著顯著正向的影響，而第二語言溝通意願對自我導向學習也有著顯著正向影響。在性別變項中的分析，相較與男性大學生，女性大學生表現出顯著更高的學習準備程度及線上第二語言溝通意願。在專業領域主修的變項分析裡，英語主修學生的線上準備程度及第二語言溝通意願顯著高於電子與電機主修學生。

研究者確信此研究結果能夠在對於線上英語學習相關研究有所貢獻。對於學習者，理論模型能夠幫助其了解在線上英語環境學習的過程，因而對未來的學習有所幫助。對於教育者，此研究結果能夠當作未來英語教學策略的參考依據而能更有效率的調整學習教材及訂定教學方針。為了因應蓬勃發展的科技，希望未來的相關研究能夠深入探討不同以及更多的面向，例如：更多不同科系間的比較、相關的線上學習構面以及學習表現…等。研究持續地進行才能夠及時的瞭解學習者的學習過程，因而能夠適時的調整教學策略。另外，因本研究為非隨機抽樣，可能不適用於此研究中以外的群體，但對於更多相似的研究及比對可以更加鞏固而提升此研究的外部效度。

Previous studies have found that East Asian students were passive and silent in L2 learning activities. Since the rapidly developing of online technologies, Computer-assisted language learning (CALL) provides a number of benefits and advantages for learners but it also requires the learning readiness of users. Many related researches have focused on readiness of learning but few of them make connection between online learning readiness and the L2 willingness to communicate (WTC). Therefore, this study aimed to investigate the relationship between learner's readiness for online language learning underlying dimensions (self-directed learning, motivation for learning, learner control, computer/Internet self-efficacy and online communication self-efficacy) and their L2 WTC within an English learning platform with asynchronous (video learning) and synchronous learning formats (Skype with online tutor). Moreover, differences between gender and major were discussed in the present study.

To meet the purposes of the research, the researcher approached a hybrid method. For the quantitative study, a purposive sampling method was applied to reach the variables that the study wanted to inquire. A total of 122 students from the National Kaohsiung University of Science and Technology were in the present study majoring in English, electronics engineering and electrical engineering respectively. The questionnaire was mainly composed of three parts: online L2 learning readiness scale, online L2 willingness to communicate questionnaire and demographic information. Data analysis in this study used Mann-Whitney U test and Kruskal-Wallis H test to analyze the differences in gender and majors. Confirmatory factor analysis (CFA) was used to establish the construct validity of the questionnaires while structural equation model (SEM) was used to propose the conceptual model and understand the relationship between the dimensions underneath two questionnaires. Moreover, in terms of qualitative study, interviews were conducted with the aspects of online L2 learning.

The findings showed that the theorical model explained college students’ learning process reasonably well. Specifically, among the underlying dimensions of online L2 learning readiness, students’ online communication self-efficacy and computer/Internet self-efficacy positively affected their learner control and motivation for learning and students’ learner control affected their motivation for learning and self-directed learning. Students’ computer/Internet self-efficacy and online communication self-efficacy both positively influenced their online L2 WTC and students’ online L2 WTC positively affected their self-directed learning. In the findings of gender differences, female students exhibited significantly higher scores in online L2 learning readiness and online L2 WTC than their male counterparts. Students’ major was also found to have significant differences in the scores of online L2 learning readiness and online L2 WTC. English major students had significantly higher scores than electronics and electrical engineering major students in both online L2 learning readiness and online L2 WTC.

The researcher believed that the results of this study will contribute to research of online language learning. The conceptual model provides learners a better understanding of their language learning process and thus help their future learning. On the other hand, the results of this study offer educators a reference for future teaching strategies to more effectively set learning materials and educational guidelines. In order to follow up the step of rapid expanded technology and different learning styles, future research with related issue needs to be carried out continuously to understand learners’ learning process in real-time and educators can adjust the teaching strategy immediately. Furthermore, a non-probability sampling method was applied in this study and the results could not be used for generalization. Future research still needs to be conducted and more concrete evidence will enhance the external validity of the study.

摘要 i
ABSTRACT iii
ACKNOWLEDGEMENT vi
TABLE OF CONTENTS vii
LIST OF FIGURES x
LIST OF TABLES xi
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 5
1.3 Purpose of the Study 7
1.4 Research Questions 10
1.5 Significance of the Study 11
1.6 Definition of Terms 13
CHAPTER TWO LITERATURE REVIEW 15
2.1 Computer-Assisted Language Learning (CALL) 15
2.2 Measuring Online Learning Readiness 17
2.3 Self-Directed Learning (SDL) 19
2.4 Motivation for Learning 24
2.5 Learner Control 29
2.6 Self-Efficacy 31
2.6.1 Computer & Internet Self-Efficacy 34
2.6.2 Online Communication Self-Efficacy 36
2.7 L2 Willingness to Communicate (WTC) 37
 
CHAPTER THREE METHODOLOGY 42
3.1 Research Questions 42
3.2 Research Model and Hypotheses 44
3.3 Participants 48
3.4 Learning Context 48
3.5 Measurements 51
3.5.1 Online L2 Willingness to Communicate 52
3.5.2 Online L2 Learning Readiness Scale 54
3.5.3 Demographic Information 56
3.6 Data Collection 57
3.7 Data Analysis 58
CHAPTER FOUR RESULT 60
4.1 Characteristics of the Subjects 60
4.2 Devices Usage 62
4.2.1 Gender Difference in Devices Usage 64
4.2.2 Subject Major Difference in Devices Usage 66
4.3 Preliminary Analysis of Measurements 69
4.3.1 Confirmatory Factor Analysis (CFA) of Online L2 Learning Readiness 69
4.3.2 Validity and Reliability of Online L2 Learning Readiness 72
4.3.3 Confirmatory Factor Analysis (CFA) of Online L2 WTC 76
4.3.4 Validity and Reliability of Online L2 WTC 79
4.4 Online L2 Learning Readiness 82
4.4.1 Gender Difference in Online L2 Learning Readiness 83
4.4.2 Subject Major Difference in Online L2 Learning Readiness 86
4.5 Online L2 Willingness to Communicate 89
4.5.1 Gender Difference in Online L2 Willingness to Communicate 90
4.5.2 Subject Major Difference in Online L2 Willingness to Communicate 92
4.6 Structural Equation Modeling (SEM) 95
4.6.1 Normality Test 95
4.6.2 Conceptual Model and Hypothesis Testing 96
4.6.3 Final Model and Hypothesis Testing 100
4.7 Feedback and Suggestions for Online Learning Platform 104
4.7.1 Students’ Comments on Video Communication 104
4.7.2 Online Tutors’ Comments on Students 108
CHAPTER FIVE DISCUSSION AND CONCLUTION 109
5.1 Discussion 109
5.1.1 Findings for Research Question 1 and 2 111
5.1.2 Findings for Research Question 3 and 4 113
5.1.3 Findings for Research Question 5 115
5.2 Implications of the Study 119
5.3 Limitations of the Study and Recommendations for Future Research 121
5.4 Conclusion 122
REFERENCES 124
APPENDICES 140
Appendix A Online Questionnaire 140
Appendix B Interview Questions 143

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