Evaluating the Effectiveness of Reflection in Higher Education by Tracing the Development of the Reflective Process

從學生反思發展來評估反思在高等教育之有效性

10.6906/JAL.201712_(6).0002

陳麗清(Li-Chin Chen)；林勤敏(Chin-Min Lin)

reflection ； elements of the reflective process ； ESP ； Hospitality English ； English language learning ； higher education ； 反思 ； 專業英語 ； 餐旅英文 ； 英語語言學習 ； 高等教育

應用語文學報

6期（2017 / 12 / 01）

19 - 34

英文

This study aims to evaluate the effectiveness of reflection in learning. To achieve this, reflection is integrated into the syllabus design of a course on English for Specific Purposes (ESP) - Hospitality English, tailored for a group of pre-service students in a university in Taiwan. The taxonomies of elements of the reflective process by Williams, Sundelin, Foster- Seargeant & Norman (2000) and Williams, Wessel, Gemus & Foster-Seargeant (2002) are adapted to examine the students' written reflection on their learning produced at the beginning, middle and end of the semester. It shows that although the students' reflection does not change much quantitatively, a qualitative analysis reveals some dynamic changes and this, accordingly, facilitates and advances the students' learning throughout the course. The findings contribute to the implications for reflection in higher education, especially in the field of ESP and learner autonomy.

本研究旨在評估反思在高等教育專業英語學習的有效性。我們將反思融入專為一群在台灣技職大學的職前學生所量身定做的餐旅英語課程教學設計中。就研究方法，我們採用Williams，Sundelin，Foster-Seargeant＆Norman（2000）和Williams，Wessel，Gemus & Foster-Seargeant（2002）所提出的反思過程分類法，經修改以適用於分析本研究的資料，包含學生期初、期中和期末學習反思報告。本研究的量化分析雖沒有顯示學生的反思發展有明顯改變，但質性分析揭示學生反思歷程有很大的進展，也就是說反思有益且促進學生專業英語學習進步。本研究發現將有助於反思在高等教育之實踐與應用，特別是在專業英語教學和自主學習領域。