應用差異化教學與數位學習平台提升科技大學學生英語自我效能

Enhancing the English Self-Efficacy of University of Science & Technology Students through Differentiated Instruction and Digital Learning Platforms

余沛錞(Pei-Chun, Yu)

差異化教學 ； 英語自我效能 ； 教學實踐研究 ； 數位學習平台 ； 科技大學 ； Differentiated Instruction ； English Self-Efficacy ； Teaching Practice Research ； Digital Learning Platforms ； University of Science & Technology

明新學報

47卷（2024 / 01 / 01）

1 - 29

繁體中文;英文

本教學實踐研究的目的為探討並應用差異化教學模式於英語寫作課程中，以提升科技大學學生的英語自我效能。研究動機源於觀察到大學學生普遍低落的英語學習成果，特別是在英語口說和寫作能力方面存在顯著差距。為了解決這一問題，研究者設計了一門以差異化教學為核心的英語寫作課程，並採用了混合方法的評估方式，包括前測和後測分數分析、問卷調查、學生寫作樣本分析和個別訪談。研究結果顯示，學生的英語寫作成果、英語學習表現和語法表現有顯著提升，尤其是中高階程度的學生。此外，學生的英語學習自我效能與其寫作表現呈正相關。雖然學生在寫作過程中的自我評估和實際反思之間存在差異，但總體而言，學生對課程設計和教學方法表示滿意。本研究為提升科技大學學生的英語自我效能提供了重要的教學模式與建議。將著重於完備相關課程內容，並將這一教學模式擴展至其他相關領域，為學生提供更高品質的英語學習環境。

The aim of this teaching practice research project is to explore the application of a differentiated instruction model in a basic English writing course to enhance the English self-efficacy of technology university students. The research motivation stems from the observation of generally low English learning outcomes among students at the university, with significant disparities in their English speaking and writing abilities. To address this issue, the researcher designed a basic English writing course with differentiated instruction at its core, and employed a mixed-methods evaluation approach, including analysis of pre-test and post-test scores, questionnaire surveys, analysis of student writing samples, and individual interviews. The results indicate significant improvements in students' English writing products, English learning performance, and grammar performance, particularly among intermediate to high-level students. Furthermore, students' English learning self-efficacy is positively correlated with their writing performance. Discrepancies were observed between students' self-assessment and actual reflections during the writing process, yet overall, students expressed satisfaction with the course design and teaching methods. This study provides important insights for enhancing the English self-efficacy of technology university students. Future endeavors will focus on continuously refining course content and extending this instructional model to other relevant fields, aiming to offer students a higher quality English learning environment.