Analysis of Some Factors Predicting Students' English Performance

影響學生英語學習成效的因素之分析

侯奕安(Yi-An Hou)；侯妍如(Yen-Ju Hou)；鄭雪玉(Hsueh-Yu Cheng)

性別差異 ； 父母態度 ； 英語學習動機 ； Gender differences ； Parental involvement ； Motivation ； English Learning

聯大學報

12卷1期（2015 / 06 / 01）

37 - 56

英文

本研究擬由國小學童的性別差異看家長對子女的英語學習態度與影嚮。研究對象為台南市郊區三所國小的全校學生307位，包括男生164位（53%）、女生143位（47%）。研究工具為一組「網路全民英檢入門級」試題（NETPAW, A1-1）、以及一份問卷調查，含個人資料和「英語學習動機與態度」（Gardner, 1985）（國語注音版，2014）。所得資料經SPSS17.0統計分析，結果顯示國小學生的英語學習動機強、聽力比閱讀能力好，尤其就性別差異而言，家長對子女的英語學習態度為影響學童英語學習行為和學習成效的重要因素之一。建議學校實施校內輔導、並邀請家長共同參與，以降低城鄉差距，提升學童英語學習成效。

The study aimed to investigate gender matters in parental involvement in foreign language learning of Taiwanese elementary schools. A case study was used for the research methodology. Participants were 307 students from five elementary schools in 3 rural areas in south Taiwan. All participants took a set of National English Test in Proficiency for All on the Web (NETPAW, A1-1, Beginning & Basic) and filled out a questionnaire dealing with their background, and English learning motivation/attitude (Gardner, 1985). All available data were processed by SPSS 17.0 for descriptive, correlation, and predictive analyses. Findings showed gender differences did play crucial roles in parental involvement, students' learning behavior, and English performance.

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1. 侯奕安(2022)。The Impacts of Gender Difference and Cross-Cultural Exchange Experience on Students' English Learning Behavior-A Case Study in Taiwan。聯大學報，19(2)，93-112。