探討國中生英語補習經驗與學習成果之研究

A Study on English Learning Experience in Cram Schools and Learning Outcome of Junior High School Students

10.6285/MIC.202003_9(1).0003

藍俊雄(Chun-Hsiung Lan)；呂怡萱(Yi-Hsuan Lu)

校外英語補習經驗 ； 英語學習態度 ； 英語學習策略 ； 英語學習成果 ； English Learning Experience in Cram Schools ； English Learning Attitude ； English Learning Strategies ； English Learning Outcome

管理資訊計算

9卷1期（2020 / 03 / 01）

27 - 38

繁體中文

本研究的主旨在於透過調查研究方式以瞭解和探討宜蘭市某國中學生校外英語補習經驗、英語學習態度、英語學習策略與英語學習成果之現況與其間的關係，並且進行歸納分析以提出相關的具體建議，作為將來學校設計和實施英語課程與英語教師進行英語教學的參考。採用問卷調查為研究工具，以宜蘭市某國中的學生作為研究對象，共回收有效問卷356份，以敘述統計分析、信度分析、獨立樣本T檢定、單因子變異數分析、迴歸分析、中介效果進行所收集到的資料分析，研究結果發現：（一）校外英語補習經驗對英語學習態度有顯著的影響；（二）英語學習態度對英語學習成果有顯著的影響；（三）校外英語補習經驗對英語學習策略有顯著的影響；（四）英語學習策略對英語學習成果有顯著的影響；（五）校外英語補習經驗對英語學習成果有顯著影響；（六）英語學習態度對校外英語補習經驗及英語學習成果有部分中介效果；（七）英語學習策略對校外英語補習經驗及英語學習成果有部分中介效果；（八）學生的性別對校外英語補習經驗、英語學習策略、英語學習成果有顯著的影響；（九）學生的居住地區對英語學習態度、英語學習策略、英語學習成果有顯著的影響；（十）父母親的教育程度對英語學習態度、英語學習成果有顯著的影響；（十一）學生的補習經驗時間對校外英語補習經驗、英語學習成果有顯著的影響。本研究歸納出以下結論：（一）學生的校外英語補習經驗能影響及預測其在校學習成果表現，而學校方面可善用課餘時間進行英語輔導或補救教學；（二）學生的英語學習態度能影響及預測其學習成果表現，英語的課程與教學內容宜多元活化，以激發學生的學習動機與積極正面的學習態度；（三）學生的英語學習策略能影響及預測其學習成果表現，教師可適時引導學生發展適切有效的學習策略，以利學生的自我學習。

The main purpose of this research is to explore the relationship between English learning experience in cram schools, learning attitude, learning strategies and learning outcome of junior high school students in Yilan City. Through investigation and data analysis, it is recommended as a reference for future English design, implementation of English courses and English teaching for English teachers. Questionnaire was used as a research tool. A total of 356 valid questionnaires were collected from junior high school students in Yilan City. Statistical analysis, reliability analysis, independent sample T-test, single-factor variance analysis, regression analysis, mediation effect were all applied. According to the data analysis, the results show that: (1) English learning experience in cram schools has a significant effect on learning attitude; (2) English learning attitude has a significant effect on learning outcome; (3) English learning experience in cram schools has a significant effect on learning strategies; (4) English learning strategies have a significant effect on learning outcome; (5) English learning experience in cram schools has a significant effect on learning outcome; (6) English learning attitude has some mediating effects on learning experience in cram schools and learning outcome; (7) English learning strategies have some mediating effects on learning experience in cram schools and learning outcome; (8) Students' gender has significant implications for learning experience in cram schools, learning strategies and learning outcome. (9) Students' place of residence has significant implications for learning attitude, learning strategies and learning outcome. (10) Parental education has a significant impact on learning attitudes and learning outcome; (11) Students' tutoring experience time has significant implications for learning experience in cram schools and learning outcome. This study summarizes the following conclusions: (1) Students' learning experience in cram schools can influence and predict their school performance, while the school can make good use of spare time for English tutoring or remedial teaching; (2) Students' English learning attitude can influence and predict their learning outcome. English courses and teaching contents should be multi-revitalized to stimulate students' motivation and positive learning attitude. (3) Students' English learning strategies can influence and predict their learning outcome. Students can be guided to develop appropriate and effective learning strategies to facilitate their self-learning.

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