大學生英語學習表現的相關因素之研究

The Related Factors of University Students' English Learning Performance

10.6423/HHHC.202209_(141).0002

張芳全(Fang-Chung Chang)

自律學習 ； 學習動機 ； 幸福感 ； 學習自信 ； 英語學習表現 ； English learning performance ； learning motivation ； learning self-confidence ； self-regulated learning ； well-being

學校行政

141期（2022 / 09 / 16）

20 - 42

繁體中文

本研究目的在瞭解大學生英語學習表現的重要因素，從一所國立大學透過問卷調查法隨機抽取450份樣本，透過迴歸分析獲得以下結論：大學生的背景變項與英語學習表現沒有系統性關聯。大學生的家庭社經地位與學生具有英語檢定資格對英語學習表現有正向顯著影響，然而大學生的性別、自我教育期望、英語補習與英語學習表現沒有明顯關聯。大學生的自律學習、內在動機、外在動機、幸福感受、學習自信愈高，英語學習能力愈好。這些因素又以學生英語學習自信心及內在動機預測英語學習能力最重要。本研究從這些結論，深入討論，提出具體建議。

The purpose of this study was to understand the important factors of college students' English learning performance. 450 samples were randomly selected from a national university through a questionnaire survey, and the following conclusions were obtained through regression analysis: There was no systematic relationship between students' background variables and English learning performance. Students' family socioeconomic status and students' English qualifications had a positively significant impact on English learning performance, but students' gender, self-expectations, English tutoring and English learning performance were not significantly related. The higher the students' self-regulated learning, intrinsic motivation, extrinsic motivation, happiness and self-confidence in learning, the better their English learning ability. Among these factors, it was most important to predict English learning ability based on students' English learning self-confidence and intrinsic motivation. This study discussed these conclusions in depth and makes specific recommendations.

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