A Study on the Correlations among English Self-efficacy, English Learning Strategies, and English Learning Achievement

英語自我效能、英語學習策略與英語學習成就之相關研究

10.7060/KNUJ-HA.201112.0035

周啟葶(Chi-Ting Chou)；黃玟君(Wen-Jiun Huang)；黃平宇(Ping-Yu Huang)

自我效能 ； 學習策略 ； 學習成就 ； 英語學習 ； self-efficacy ； learning strategy ； learning achievement ； English learning

高雄師大學報：人文與藝術類

31期（2011 / 12 / 01）

35 - 60

英文

本研究旨在瞭解高中生英語自我效能、英語學習策略與英語學習成就的現況，分析此三者相關情形，以及影響英語學習成就的主要預測因子。研究問卷資料以描述統計、Pearson積差相關及迴歸等方法進行統計處理。綜合文獻與調查研究發現，獲得以下結論：一、高中生英語自我效能普遍良好；英語學習策略使用情形不足，認知練習策略為最常使用的策略，功能練習策略為最少使用的策略；英語學習成就尚可，但個別差異相當大。二、高中生英語自我效能、英語學習策略與英語學習成就各層面皆達顯著相關。三、高中生英語自我效能，與英語學習策略，對其英語學習成就，皆有顯著預測力，但英語自我效能的預測力較高。最後根據結論，提出對高中生英語學習、教師教學、國家教育規劃與未來研究之建議。

This study aims to examine (1) the levels of English self-efficacy, English learning strategies, and English achievement of senior high school students; (2) the correlation among English self-efficacy, English learning strategies, and English achievement; and (3) the predictive power of English self-efficacy and English learning strategies on English learning achievement. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and stepwise regression analysis. The results are as follows:1. Generally speaking, the English self-efficacy of the senior high school students surveyed was fair. However, appropriate English learning strategies have not been adopted by the students. Among the strategies, the most common ones used were the cognitive practice strategies, and the least used were functional practice strategies. Also, these senior high school students' English achievement was satisfactory as a whole, but the variation in achievement among them was great.2. The English self-efficacy, English learning strategies and English learning achievement of the senior high school students were significantly correlated with each other.3. The senior high school students' English self-efficacy and English learning strategies each had significant predictive power on their English learning achievement. Of the two, English self-efficacy was the better predictor for English learning achievement.Based on the findings of the research, some suggestions for English learning, teaching, and educational policies at senior high schools are put forward at the end of the paper. Suggestions for future research are also provided.

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