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研究生:林靜憶
研究生(外文):Ching-I Lin
論文名稱:科技大學英語教育政策執行之研究
論文名稱(外文):A Study of the Implementation of English Education Policy at Universities of Technology in Taiwan
指導教授:劉慶中劉慶中引用關係
指導教授(外文):Ching-Chung Liu
學位類別:博士
校院名稱:國立屏東教育大學
系所名稱:教育行政研究所
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:英文
論文頁數:288
中文關鍵詞:教育政策英語教育政策科技大學英語教育
外文關鍵詞:education policyEnglish education policyEnglish education at universities of technology
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近年來,我國政府致力於提昇全民英語能力,特別針對英語能力表現不佳的科技大學生,提出各項教育措施及計畫,以改善高等技職院校的英語教育及學生英語能力。因此本文基於國家英語教育政策對科技大學英語教育之影響,依據教育政策執行理論,探討我國科技大學英語教育政策執行之現況、成效及執行困難。
本研究對象為抽樣之15所科技大學四技日間部學生,及校內執行英語教育政策的行政與教學人員,以問卷調查及訪談的方式進行資料蒐集。共回收1294份有效學生問卷,142份有效政策執行者問卷,及研究對象訪談以輔證問卷結果。本研究運用卡方檢定、獨立樣本平均數t考驗及單因子變異數分析,以瞭解研究對象對科技大學英語教育政策執行之態度。研究結果如下:

1. 目前科技大學英語教育措施包括一般英語必修及選修課程,能力分級與教學,英語補救課程,英語能力考試加強班,英語學程,全英語授課,和英語畢業門檻與替代課程。同時,科技大學加強英語學習環境建構,招收國際學生,整合成立校內英語教育專責單位,以及參與教育部提昇英語能力的獎補助計畫。

2. 問卷調查結果顯示,科技大學英語教育問題層面上,不同學院類學生在態度上有顯著差異;不同政策執行者態度無顯著差異。科技大學英語教育政策層面上,學生組及政策執行者組皆無差異。科技大學英語教育政策執行層面上,不同性別、英語考試經驗、學校類別、及學院類別的學生在態度上有顯著差異;不同任職別與職級的政策執行者之態度有顯著差異。整體環境影響層面上,不同年級的學生態度有顯著差異;不同政策執行者態度則無不同。

3. 受「挑戰2008–國家發展重點計畫」及相關英語教育措施的影響,現今科技大學英語教育已提供較以往更多元的英語課程與推動英語學習的策略。即使依國際性及國內英語能力考試成績來看,科技大學學生的英語能力仍未見長足的進步,然而,科技大學整體的英語教育呈現更完整積極的面貌,對於科技大學的英語教育品質及學生英語能力的提昇有相當正面的影響。

4. 就英語教育政策執行困難而言,學生的英語能力與學習動機、對英語教育品質的不同認知、英語教育政策的合法性、個別英語措施的執行問題、教育政策執行的宣導、學校內部單位間的溝通、以及政府對英語教育獎補助計畫的實施等,都對科技大學英語教育政策的執行產生影響。

本論文亦根據上述結果,提出相關建議以供學術理論,政策應用及未來研究參考。
In recent years, the government dedicates to elevate the citizens’ English proficiency. Particularly, in order to improve the unsatisfactory English performance of the students at tertiary vocational and technological institutions, the government has proposed and practiced English educational measures. Therefore, this study, grounding on the influence of the national English education policy and theories of educational policy implementation, was to investigate the current English education, the effects, and the difficulties of implementing English educational policies at the university of technology (UT) level.
The subjects were the students of four-year programs at the day division and the school policy implementers relating to the English education at the sampled 15 UTs. Questionnaire surveys and interviews were conducted. The data of 1294 valid student questionnaires and 142 valid implementer questionnaires were calculated by χ tests, tests, and one-way analysis of variance. Besides, the interview results of participants supplemented the questionnaire outcomes. The major findings are summarized as follows.

(1) The current implementation of English educational policies at UTs included common English courses and electives, placement tests and between-class ability grouping instruction, English remedial programs, English proficiency test preparation courses, English certificate programs, English as a media of instruction (EMI) programs, and English graduation threshold and its complementary courses. Meanwhile, UTs also engaged in strengthening the English learning environment, recruiting international students, establishing integrative English education implementing agencies, and accomplishing the granting projects on the enhancement of students’ English proficiency.

(2) Based on the survey results, on the dimension of problems of the English education at UTs, there was a significant difference relative to the students’ academic category; no difference was found among implementers with variables. On the dimension of English educational policies at UTs, there were no differences determined among the students or the implementers. On the dimension of the implementation of English educational policies at UTs, there were significant differences among student groups of gender, experience in English proficiency tests, school type, and school location. Also, significant differences were found among the implementer groups of position of employment and academic rank. On the dimension of overall environment, there was a significant difference among students of grades. In contrast, no difference was detected among the implementers with demographic variables.

(3) Affected by the “Challenge 2008: National Development Plan” and consecutive projects, UTs have provided various English programs and related measures to promote English learning than before. Judging from the results of English proficiency tests, Taiwanese students fell behind other competitors in English competence. Nevertheless, the implementation of English educational policies had positive influences on the English education quality and the elevation of students’ English proficiency at the level of UT.

(4) In terms of implementation difficulties of English educational policies, students’ English proficiency and amotivation, different perceptions on English education quality, the legitimacy of English education policy, issues on individual English educational measures, the propaganda of English educational policies, the interorganizational communication within schools, and the national grant projects have affected the implementation of English education policy at vocational and technological tertiary institutions.

On the basis of the findings, pedagogical implications and suggestions for future research are provided.
Acknowledgements I
Abstract (Chinese) II
Abstract (English) IV
Table of Contents VI
List of Tables XII
List of Figures XV

Chapter One Introduction 1
1.1 Motivation 1
1.2 Statement of Purpose 6
1.3 Research Questions 7
1.4 Significance of the Study 7
1.5 Definition of Terms 8

Chapter Two Literature Review 13
2.1 Education Policy 13
2.2 Implementation of Education Policy 15
2.2.1 Policy implementation actors 16
2.2.2 Policy instruments 17
2.2.3 Policy implementation models 18
2.2.4 Implementation factors 21
2.3 Implementation Factors of English Educational Policies at UTs 24
2.3.1 Problems of the English education at UTs 25
2.3.1.1 English as an international language (EIL) context 25
2.3.1.2 Learners’ motivation 29
2.3.2 English educational policies at UTs 31
2.3.2.1 Policy legitimacy 31
2.3.2.2 Policy objectives and standards 33
2.3.2.3 Available resources 35
2.3.3 Implementation of English educational policies at UTs 36
2.3.3.1 Characteristics of implementing agencies 36
2.3.3.2 Communication of policy 36
2.3.3.3 Compliance of target group 38
2.3.4 Overall environment 38
2.3.4.1 Supports for policy from political environment 39
2.3.4.2 Socioeconomic conditions 39
2.4 English Education Policy at Technological University Level 40
2.5 Current English Education at Universities of Technology 45
2.5.1 General background of the UTs selected 45
2.5.2 Foreign language educational goals 47
2.5.3 Implementing agencies 48
2.5.3.1 Single administration 49
2.5.3.2 Cooperative administration 49
2.5.4 English curriculum 50
2.5.4.1 Required graduation credits 51
2.5.4.2 University-required credits 51
2.5.4.3 Required common foreign language (English) credits 51
2.5.4.4 English electives in general education 57
2.5.5 English educational measures 58
2.5.5.1 Between-class ability grouping instruction and placement test 58
2.5.5.2 English proficiency test preparation courses 60
2.5.5.3 English remedial courses 62
2.5.5.4 Certificate programs 63
2.5.5.5 English as a medium of instruction (EMI) programs 64
2.5.5.6 Graduation requirement 67
2.5.6 Learning environment 73
2.5.7 Recruitment of international students 75
2.5.8 Foreign language education projects 77
2.6 Implication and Discussion 78
2.6.1 Questionable policy 79
2.6.2 Complex policy implementation in campus 80
2.6.3 Concerns about graduation requirement 81
2.6.4 Precautions of educational policy implementation 82

Chapter Three Methodology 84
3.1 Document Collection and Analysis 84
3.2 Questionnaire Survey 85
3.2.1 Conceptual framework 86
3.2.2 Variables 88
3.3 Participants 89
3.4 Instruments 93
3.4.1 Attitude questionnaires for pilot study 93
3.4.2 Expert validity of questionnaires 94
3.5 Pilot Study 95
3.5.1 Pilot study SAQ 96
3.5.1.1 Item analysis 96
3.5.1.2 Internal consistency 97
3.5.1.3 Validity and reliability 100
3.5.2 Pilot study IAQ 101
3.5.2.1 Item analysis 101
3.5.2.2 Internal consistency 101
3.5.2.3 Validity and reliability 104
3.6 Official Questionnaires 105
3.6.1 Official SAQ 105
3.6.2 Official IAQ 107
3.7 Data Collection 108
3.8 Data Analysis 108
3.8.1 Categorization of implementation dimensions 108
3.8.2 Hypotheses of student subjects 110
3.8.3 Research hypotheses of implementer subjects 115
3.9 Interview 119

Chapter Four Results and Discussion 122
4.1 Results of Participants’ Background 122
4.1.1 Student participants 122
4.1.2 Implementer participants 125
4.2 Results of Questionnaires 127
4.2.1 Results of SAQ 127
4.2.1.1 Analysis on the dimension of problems of the English education at UTs 128
4.2.1.2 Analysis on the dimension of English educational policies at UTs 130
4.2.1.3 Analysis on the dimension of the implementation of English educational policies at UTs 133
4.2.1.4 Analysis on the dimension of overall environment 137
4.2.2 Results of IAQ 139
4.2.2.1 Analysis on the dimension of problems of the English education at UTs 140
4.2.2.2 Analysis on the dimension of English educational policies at UTs 142
4.2.2.3 Analysis on the dimension of the implementation of English educational policies at UTs 144
4.2.2.4 Analysis on the dimension of overall environment 147
4.3 Results of Interviews 149
4.3.1 Results of student interviews 150
4.3.1.1 Dimension of problems of the English education at UTs 150
4.3.1.2 Dimension of English educational policies at UTs 151
4.3.1.3 Dimension of the implementation of English educational policies at UTs 151
4.3.1.4 Dimension of overall environment 152
4.3.2 Results of implementer interviews 153
4.3.2.1 Dimension of problems of the English education at UTs 153
4.3.2.2 Dimension of English educational policies at UTs 155
4.3.2.3 Dimension of the implementation of English educational policies at UTs 155
4.3.2.4 Dimension of overall environment 157
4.4 Discussion 158
4.4.1 Discussion of SAQ and interviews 158
4.4.1.1 Dimension of problems of the English education at UTs 158
4.4.1.2 Dimension of English educational policies at UTs 160
4.4.1.3 Dimension of the implementation of English educational policies at UTs 164
4.4.1.4 Dimension of overall environment 168
4.4.2 Discussion of IAQ and interviews 170
4.4.2.1 Dimension of problems of the English education at UTs 170
4.4.2.2 Dimension of English educational policies at UTs 173
4.4.2.3 Dimension of the implementation of English educational policies at UTs 176
4.4.2.4 Dimension of overall environment 182

Chapter Five Conclusion 186
5.1 Conclusion 186
5.2 Implications and Suggestions 193
5.2.1 Implications for the government 193
5.2.2 Pedagogical implications 195
5.3 Limitations of the Study 197
5.4 Suggestions for Future Research 198

References 200
English References 200
Chinese References 210

Appendices 216
Appendix A SME Expert Validity of Student Attitude Questionnaire 216
Appendix B SME Expert Validity of School Policy Implementer
Attitude Questionnaire 224
Appendix C Student Attitude Questionnaire for Pilot Study 233
Appendix D School Policy Implementer Attitude Questionnaire for Pilot Study 237
Appendix E Student Attitude Questionnaire for Official Distribution 241
Appendix F School Policy Implementer Attitude Questionnaire for
Official Distribution 245
Appendix G Implementation Factors and Question Items of SAQ 249
Appendix H Implementation Factors and Question Items of IAQ 251
Appendix I Student Interview Questions 253
Appendix J School Policy Implementer Interview Questions 254
Appendix K Transcripts of Student Interviews 255
Appendix L Transcripts of School Policy Implementer Interviews 261
Appendix M Categorization of Student Interviews 269
Appendix N Categorization of Implementer Interviews 277
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