Raising Self-Awareness of Students' Learning Styles in Using Web-Based Educational Resources

探討學生的學習方式與使用網路學習資源的關係

侯妍如(Yen-Ju Hou)

學習方式 ； 網路學習資源 ； 英文能力 ； Web-based educational resources ； learning styles ； English performance

聯大學報

10卷2期（2013 / 12 / 01）

43 - 52

英文

本研究旨在探討學生的學習方式與使用網路學習資源的關係，研究對象為南部一所私立大學的四十位英文系一年級學生，研究工具為「學習方式偏好問卷調查」（Reid，1998）、中級英檢能力測驗（CEF，B1）、以及學期間學生使用網路英文學習資源的情形。研究結果顯示：學生使用網路英文學習資源的時間和他們的英文能力以及學期成績有正面的關係，而學生本身的學習方式則是影響他們使用網路資源的因素，本研究結果可提供教師們在推動網路教學資源時的參考。

In the study, subjects were 40 English major freshmen in a private university in South Taiwan, including 15 males and 25 females. They were required to do some on-line assignments of English listening and reading every week. The research instruments included the Perceptual Learning Style Preferences Survey (Reid, 1998) and a set of General English Proficiency Test (CEF, B1). In addition, students' College Entrance Exam Scores and academic transcripts were used as their prior knowledge and learning outcome. Findings showed that the time students spent on the Web-based educational resources had a great impact on their learning outcome, both in English proficiency and academic performance. However, the factor related to the time they spent on the Web-based educational resources was learning style preferences. In particular, those individual style learners perform better than others. Some implications about using appropriate Web-based educational resources, helping students raise self-awareness of their learning styles and providing style-based strategies in teaching will be discussed

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