臺灣博碩士論文加值系統

摘要
在第二語言習得的領域中，已有許多學習策略及策略訓練相關的研究。然而，在英語為非母語的大學寫作課堂中，用後設認知策略來促進學習者自主這類的研究相對很少。因此，本論文試圖調查及探討在英語為非母語的大學寫作課堂中，實施後設認知策略訓練來促進學習者自主的效果。這份研究證明了大學英語寫作課堂中，用後設認知策略來促進學習者自主的可能及價值。研究的參與者為兩位在北台灣修習大一英文寫作課的英文系大一學生。兩位參與者接受為期六週的策略訓練。前測與後測使用兩份問卷來檢測兩位學習者的學習者自主程度與後設認知策略的使用情形，並透過這兩份問卷的前後測來比較兩位參與者之學習者自主的發展。然後，研究者執行深度訪談並用其結果來探討英文寫作過程中的自主行為及其原因。收集資料的工具包括兩位參與者的學習者日記、問卷及深度訪談。本研究用內容分析法來執行質性資料分析。這項研究的結果顯示後設認知訓練對於促進這兩位參與者的學習者自主有重要的效果和影響。此外，這項研究的發現對大學英語寫作課學生的後設敏銳度提供了改進的方向與方法。

Abstract
Plenty of studies on learning strategies and strategy training have been conducted in the domain of second language acquisition. However, relatively few studies have ventured into the area of employing metacognitive strategies to foster learner autonomy in a university EFL writing class. Accordingly, this research attempts to investigate and probe into the effectiveness of customized metacognitive strategy training to the promotion of learner autonomy among university EFL writers. This study proves the possibility and value of conducting metacognitive strategy training for university EFL writers in order to promote their learner autonomy.
The participants of this study are two freshmen of English major enrolled at one freshman English writing class in Northern Taiwan, received a customized embedded learner training program for a span of six weeks. Two sets of questionnaires for examining the degree of learner autonomy and learner strategy use were both utilized in the pre-test and the post-test to compare and contrast the development of autonomy within the two learners. Moreover, an open-ended in-depth interview was used to probe into the nature and causes of autonomous behavior in English writing. The instruments for collecting data included the two participants’ learner diaries, the two questionnaires and the interviews. Qualitative data analysis was performed and carried out by means of content analysis.
Results of this study revealed a significant effect and impact of this matacognitive strategy training on fostering the two EFL writers’ learner autonomy. Also, the main findings of the research provide certain directions to enhance the effectiveness of a metacognitive training program to foster university EFL writers’ metacognitive awareness.

TABLE OF CONTENTS

CHINESE ABSTRACT……………………………………………………………I
ABSTRACT……………………………………………………………………………………………………II
ACKNOWLEDGEMENT………………………………………………………………………………………III
TABLE OF CONTENTS……………………………………………………………………………………IV
LIST OF FIGURES……………………………………………………………………………………VII
LIST OF TABLES……………………………………………………………………………………VIII
CHAPTER ONE: INTRODUCTION…………………………………………………………………………1
1.1 Background and recent developments in learning strategy research…………1
1.2 Background of fostering learner autonomy in second language classroom and the significance of the study……………………………………………………………………1
1.3 The purpose of the study………………………………………………………………………2
1.4 Research questions…………………………………………………………………………………2
1.5 The definitions of the ten metacognitive strategies selected for this learner training program.………………………………………………………………………3
CHAPTER TWO: LITERATURE REVIEW…………………………………………………………………8
2.1 Defining learning strategies………………………………………………………………8
2.2 Classification of learning strategies………………………………………………10
2.3 Defining autonomy………………………………………………………………………………12
2.4 The origin and history of autonomy in language teaching and learning……13
2.5 Research into learning strategies for learner autonomy……………………13
2.6 Learner autonomy and learner training………………………………………18
2.6.1 Definitions and theoretical background of learner training………………18
2.6.2 The connection between learner autonomy and learner training……………22
CHAPTER THREE: METHODOLOGY………………………………………………………………………24
3.1 Research Design…………………………………………………………………………………24
3.2 Participants..…………………………………………………………………………………26
3.3 Data collection………………………………………………………………………………26
3.3.1 Techniques and Instruments……………………………………………………………26
3.3.2 Procedure………………………………………………………………………………………28
3.4 Data analysis……………………………………………………………………………………30
3.4.1 Quantitative and qualitative data analyses…………………………………30
3.5 Triangulation and the role of the researcher in this study……………………32
CHAPTER FOUR: RESULTS AND DISCUSSION……………………………………………………………35
4.1 Data presentation, learner profile, and discussion: case 1……………………35
4.2 Data presentation, learner profile, and discussion: case 2……………………55
4.3 Comparison and contrast between Learner 1 and Learner 2…………………71
4.3.1 Education background on Learner 1 and Learner 2 and their cognition to metacognitive strategies…………………………………………………………………………72
4.3.2 Learning attitude toward metacognitive strategies use………………73
4.3.3 Viewpoints toward these ten metacognitive strategies…………………73
4.3.4 The progress in learner autonomy………………………………………………85
4.3.5 The viewpoints and suggestions to the design of this training program……………………………………………………………………………………………………86
4.4 A Summary of the similarities and differences between the two learners and
the impact of the training on both of them………………………………………………91
4.5 Answers to the research questions………………………………………………………93
4.6 Main findings of this study………………………………………………………………97
CHAPTER FIVE: CONCLUSIONS…………………………………………………………………………99
5.1 Contributions and implications of the study…………………………………99
5.1.1 Implications for language teaching and learning…………………………99
5.1.2 Implications for learner training………………………………………………99
5.1.3 Implications for English writing………………………………………………101
5.2 Limitations of the research and recommendations for future research…………………………………………………………………………………………………102
5.3 Conclusion………………………………………………………………………………………103
REFERENCES……………………………………………………………………………………………105
APPENDICES………………………………………………………………………………………………115
Appendix A………………………………………………………………………………………………115
Appendix B………………………………………………………………………………………………117
Appendix C………………………………………………………………………………………………120
Appendix D………………………………………………………………………………………………124
Appendix E………………………………………………………………………………………………127
Appendix F………………………………………………………………………………………………128
Appendix G………………………………………………………………………………………………130
Appendix H………………………………………………………………………………………………136
Appendix I………………………………………………………………………………………………139
Appendix J………………………………………………………………………………………………142
Appendix K………………………………………………………………………………………………151


LIST OF FIGURES
Figure 3.3 The procedure for data collection of the study…………………………30


LIST OF TABLES
Table 3.3 Data sources for this study………………………………………………28
Table 4 Comparisons and contrast between Learner 1 and Learner 2………………79

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