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研究生:陳怡蓁
研究生(外文):Yi-Chen Chen
論文名稱:非英文系學生對英語教學助理課輔制度以及互動模式之意見與看法
論文名稱(外文):Non-English Major EFL Students’ Perceptions of the Mechanism and Interactive Modes of an English Teaching Assistant Tutorial Program
指導教授:周惠那周惠那引用關係
指導教授(外文):Huey-Nah Cindy Chou
學位類別:碩士
校院名稱:靜宜大學
系所名稱:英國語文學系研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:英文
論文頁數:122
中文關鍵詞:教學助理互動模式英語課輔制度
外文關鍵詞:English TA tutorial program mechanisminteractive modesteaching assistant
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本研究旨在探討非英文系學生對英語教學助理課輔制度以及互動模式之意見與看法,研究重點包含:(一)了解如何實施一個有效率的英語教學助理課輔制度 (二)探討教學助理與學生課輔中的互動模式。
本研究之對象為1298名修習大一英語課程的非英文系學生,研究方法涵蓋量化以及質化的研究,資料收集採問卷調查、訪談、刺激回憶、影片拍攝、觀察的方式,問卷量化的分析方法包含描述性統計和皮爾森相關分析,以調查學生對於現行教學助理課輔制度以及與教學助理互動模式的看法,並了解教學助理課輔制度以及與教學助理互動模式的相關性,教學助理與學生互動影片以及訪談學生資料用來分析學生與教學助理常出現的互動模式,並藉由刺激回憶的方式探討學生對於這些互動模式的喜好。
研究結果發現如下:(一)絕大多數同學最能認同英語課輔制度最能提升課堂外的學習效率,參與者也同樣認同教學助理課輔的設計以及參與後的英語學習信心提升,對於英語課輔制度對於大一英文課程的學習效率則是些微的同意。(二)教學助理與學生的互動模式方面顯現出三個面向,第一是教學助理的支持角色,第二是教學助理的教學方法,第三是學生的反應;特別是教學助理的教學方式顯現出五種互動模式包含:教學助理診斷學生的問題與需求、教學助理主導教學的過程、教學助理做示範、教學助理課輔時的語言以及動作的信號以及引導學生解決問題;而學生的反應也顯現出兩種互動模式:學生主動參與以及聆聽、學生的回應方式。(三) 皮爾森相關分析的結果指出,學生對於英語課輔制度的看法以及與教學助理的互動模式具有顯著的高度相關。(四)學生也指出五種喜歡的互動模式:不斷的確認學生的理解程度、仔細聆聽學生的想法、表現出友善以及幽默、幫助學生發現他們的問題、以及教學助理分享學習的經驗。
根據上述發現,本研究對於英語課輔制度的發展以及教學助理給予一些具體的建議:因此課輔制度指導老師應該時常與教學助理開會討論教學助理所面臨的課輔困難以及問題,除此之外,課輔制度指導老師以及教學助理也必須注意到學生喜歡的互動模式以提升課輔的效率。
The present study explored non-English-major students’ perceptions of the mechanism and interactive modes of an English teaching assistant (TA) tutorial program (ETATP). Specifically, there are two purposes of this study: (a) to understand the effectiveness of an effective ETATP mechanism, and (b) to investigate the interactive modes between TAs and students.
One thousand, two hundred and ninety eight non-English major students in the Freshmen English for Non-English Majors (FENM) program participated in this study. Both quantitative and qualitative approaches were employed for data collection which included a questionnaire survey, interviews, stimulated recalls, videotapes, and observations. Descriptive statistics and Pearson correlation analysis were conducted to analyze the students’ perceptions of the ETATP mechanism and their interactive modes between TAs. Videotape observation of TA-student interaction and student interviews were analyzed to find the frequent interactive modes between TAs and students. Moreover, stimulated recalls were used to understand students’ preferences of the interactive modes with TAs.
The results of the study are summarized as follows. First, the results showed that the students most agreed with the facilitating independent English learning, and then they agreed with the ETATP design. Enhancing English learning confidence followed the facilitating FENM learning. Second, three subcategories of interactive modes between TAs and students were found: (a) the supportive roles of TAs, (b) the TAs’ teaching methods, and (c) students’ attentiveness. In addition, five themes were emerged in the TAs’ teaching methods as follows: (a) diagnosing students needs by TAs, (b) dominant one-way instruction, (c) TAs’ modeling the language, (d) tutoring with nonverbal signals, and (e) guiding students step by step in reaching the solution. Moreover, three themes were found in students’ performance, such as (a) active participation and listening from students, (b) responding from students, and (c) choosing TAs. Third, the ETATP mechanism was found to be significantly correlated with interactive modes of between TAs and students. Last, students showed their preferences of five interactive modes with TAs: (a) consistently checking comprehension, (b) listening to students’ problems attentively, (c) being friendly and humorously, (d) helping students find and verbalize problems, and (e) showing the way TAs had experienced.
Several implications for the ETATP program development and TAs are suggested based on the aforementioned results: First, ETATP program designers should meet with TAs frequently to discuss the difficulties and problems encountered during the tutorial process. Second, TAs should be aware of students’ preferred interactive modes with TAs to enhance tutoring effectiveness.
TABLE OF CONTENTS
TABLE OF CONTENTS Ⅰ
CHINESE ABSTRACT ⅤENGLISH ABSTRACT Ⅶ
ACKNOWLEDGEMENTS Ⅸ
LIST OF TABLES Ⅹ
LIST OF FIGURES ⅩI I
CHAPTER ONE: INTRODUCTION 1
Background of the Study 2
Purpose of the Study 4
Research Questions 5
Significance of the Study 5
Definition of Terms 7
CHAPTER TWO: LITERATURE REVIEW 8
Theoretical Base of TA Tutoring 8
Teaching Assistants in the Higher Education 9
Responsibilities of TAs 10
Problems and Challenges of TA Program 11
TA Training 13
Effects of TA Tutorial Programs 15
Weaknesses and Strengths of TA Tutorial Programs 16
Comparison of Face-to-face Tutorial and Online Tutorial Programs 19
Interactive Modes in the TA Tutorial Programs 20
TA Programs in Taiwan Higher Institutes 24
CHAPTER THREE: METHODOLOGY 28
Context 28
Participants 29
Characteristics of the Participants 30
Instruments 30
Quantitative Method Instruments 30
Qualitative Method Instruments 39
Data Collection 40
Phase 1: Videotaping and observation 40
Phase 2: Semi-constructed interview and stimulated recall 40
Phase 3: The Survey 40
Phase 4: Semi-Standardized interview 41
Data Analysis 42
Quantitative Data Analysis 42
Qualitative Data Analysis 42
CHAPTER FOUR: RESULTS 44
Demographics and Background Information 44
Students’ Perceptions of the ETATP Mechanism 48
Facilitating Independent English Learning 48
ETATP Design 49
Enhancing English Learning Confidence 53
Facilitating FENM Learning 54
Students’ Perceptions of the Interactive Modes between TAs and Students 57
Supportive Roles of TAs 58
TAs’ Teaching Methods 59
Students’ Attentiveness 67
The Relationships between the ETATP Mechanism and Interactive Modes between TAs and Students 73
Students’ Preferences of the Interactive Modes between the TAs and Students in the Tutorial Program 74
Consistently Checking Comprehension 75
Carefully Listening to Students’ Problems 77
Being Friendly and Humorous 78
Helping Students Find and Verbalize Problems 80
Showing the Way TAs Had Experience 81
Summary 82
CHAPTER FIVE: DISCUSSION AND IMPLICATIONS 84
Discussion 84
Students’ Perceptions of the ETATP Mechanism 84
Students’ Perceptions of the Interactive Modes between the TAs and Student 86
The Relationships between the ETATP Mechanism and Interactive Modes between TAs and Students 90
Students’ Preferences of the Interactive Modes between the TAs and Students in the Tutorial Program 91
Implications 94
Implications for Program Designers 94
Implications for TAs 95
Limitations of the Study 97
Suggestions for Future Study 98
REFERENCES 100
APPENDICES 108
APPENDIX A: Chinese Version of Student Questionnaire 108
APPENDIX B: English Version of Student Questionnaire 111
APPENDIX C: Pilot-Test the Questionnaire and Reliability and Validity Pilot
Test Result 115
APPENDIX D: English Version of Final Interview Questions 121
APPENDIX E: Chinese Version of Final Interview Questions 122
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