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研究生:張君華
研究生(外文):CHANG, CHUN-HUA
論文名稱:音樂班及普通班學生自我效能、學習風格及英語成就之研究
論文名稱(外文):A Study of Self-efficacy, Learning Styles, and English Achievement of Musical Talented Students and Regular Students in a Junior High School
指導教授:陳祥頤
指導教授(外文):CHEN, HSIANG-I
口試委員:蘇旻洵劉凱莉
口試委員(外文):SU, MIN-HSUNLIU, KAI-LI
口試日期:2017-06-18
學位類別:碩士
校院名稱:銘傳大學
系所名稱:應用英語學系碩士在職專班
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:2017
畢業學年度:105
語文別:英文
論文頁數:109
中文關鍵詞:音樂班國中自我效能學習風格英語學習成就
外文關鍵詞:Musical talented studentMiddle schoolSelf-efficacyLearning styleEnglish achievement
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Howard Gardner提出的眾所周知的多智能理論挑戰了用於預測學習者成就的常規智商(IQ)。Gardner (1983)進一步指出,所有人都擁有至少九種不同的智慧,這是我們不同學習方式的初步代表。因此,在學校,當教師給予教學時,鼓勵他們把學習者的不同智能考慮在內。此外,學生的個人差異,包括學習風格、學習策略、學習能力、年齡、性別、文化和情感領域被認為在外語或二語學習中扮演重要角色。此外,自我效能信仰通常被認為是比實際能力更好的預測學術成功的因素(Bandura, 1997),因為認為自己能夠做得好的學生在努力、持久性、和行為等方面更有動力。因此,本研究是為了調查在台灣國中階段的音樂班學生與普通班學生在自我效能、學習方式和英語成績方面存在的差異。台北市一所公立國中的一百一十九名學生參加了這項研究。統計分析顯示,音樂班學生在自我肯定中表現出比普通班學生更高的自我效能水平。其他發現包括音樂班和普通班學生所使用的學習風格相似除了視覺偏好。也就是說,大多數音樂班學生往往是視覺學習者,而普通班學生則不是。希望本研究的發現可以為語言學習領域的研究人員、教師和學生提供實質裨益。


關鍵字:音樂班、國中、自我效能、學習風格及英語學習成就
The well-known Multiple Intelligences Theory proposed by Howard Gardner challenged the conventional intelligence quotient (IQ) that is used to predict learners' achievement. Gardner (1983) further indicated that all human beings possess at least nine different intelligences which are the initial representative of different ways of our learning. Thus, at school, while teachers give instruction, they are encouraged to take learners' different intelligences into account. In addition, students’ individual differences including learning styles, learning strategies, learning aptitudes, age, gender, culture, and the affective domain are believed to play important roles in foreign or second language learning. Furthermore, self-efficacy beliefs are often asserted to be better predictors of academic success than are actual abilities (Bandura, 1997) since students who believe that they are able to do well are much more likely to be motivated in terms of effort, persistence, and behavior. Therefore, the present study was conducted to investigate the existence of any possible distinctions between students with musical talents and regular students in their self-efficacy, learning styles, and English achievement in a junior high school in Taiwan. One hundred and nineteen students in a public junior high school participated in this study. Statistical analysis revealed that musical talented students showed higher level of self-efficacy than regular students in term of the self-affirmation. Other finding includes that the learning styles employed by musical and regular students are quite similar except visual preference. That is, more musical students tend to be visual learners while regular students do not. It is hoped that the findings of this study could provide practical implications for researchers, teachers, and their students in the field of language learning.


Key words: Musical talented student, Middle school, Self-efficacy, Learning style and English achievement
Acknowledgements i
Chinese Abstract ii
English Abstract iii
Table of Contents iv
List of Tables vii

Chapter One Introduction
Background of the Study 1
Purposes of the Study 5
Research Questions 6
Significance of the Study 7
Definition of Terms 8
Organization of the Thesis 10

Chapter Two Literature Review
Multiple intelligences 11
Definition of multiple intelligences. 11
Multiple intelligences and language learning. 14
Musical intelligences and language learning. 17
Studies of Self-efficacy 19
Definition of self-efficacy. 19
Theories of self-efficacy. 21
Self-efficacy and foreign language learning. 24
Studies of Learning Styles 26
Definition of learning style. 26
Learning style measurement. 26
Learning style of ESL and EFL learners. 28
Perceptual learning style preferences of EFL students in Taiwan. 30

Chapter Three Methodology 33
Participants 33
Research Design 34
Instruments 34
Background Questionnaire. 35
English self-efficacy scale. 35
Perceptual Learning Style Preference Questionnaire 36
Data Collection Procedure 37
Data Analysis 38

Chapter Four Results and Discussion
Years of English as Foreign Language Learning of Taiwanese Junior High School Students 39
English Self-Efficacy Level of Musical Talented Students and Regular Students 40
Learning Styles Preferences of Musical Talented Students and Regular Students 42
Educational Background and Occupation of Musical Talented Students and Regular Students' Parents 44
Relationship between the Participants' Gender and their English Self-Efficacy 48
The Differences in the Participants' English Self-Efficacy among those Students with Different Parents' Educational Level 50
The Differences in the Participants' English Self-Efficacy among those Students with Different Parents' Occupation 54
Relationship between the Participants' Gender and their English Learning Styles 57
The Differences in Participants' Learning Style among those Students with Different Parents' Educational Level 59
The Differences in Participants' Learning Style among those Students with Different Parents' Occupations 62
Relationship between the Participants' Gender and their English Achievement 63
Correlation between Participants' Parents' Educational Level and their English Achievement 65
Correlation between Participants' Parents' Occupation and their English Achievement 66
Relationship between Two Groups of Participants and their English Self-Efficacy 67
Relationship between Two Groups of Participants and their English Achievement 69
Learning Styles of Regular Students and Musical Talented Students 71

Chapter Five Conclusions And Recommendations
Conclusions 73
Pedagogical Implications 75
Limitations of Study and Suggestions for Future Research 78

References 81

Appendices 92
Appendix A Background questionnaire (Chinese version) 92
Appendix B Background questionnaire (English version) 93
Appendix C English Self-efficacy Scale (Chinese version) 94
Appendix D English Self-efficacy Scale (English version) 95
Appendix E Perceptual Learning Style Preference Questionnaire (Chinese version) 97
Appendix F Perceptual Learning Style Preference Questionnaire (English version) 99

List of Tables
Table 1 Summary of the English Self-efficacy Scale 36
Table 2 Summary of the Perceptual Learning Style Preference Questionnaire 37
Table 3 Length of English Learning of the Participants 40
Table 4 Descriptive Statistics of English Self-efficacy for Musical Talented and Regular Students 41
Table 5 Descriptive Statistics of Learning Style Preference for Musical Talented and Regular Students 43
Table 6 Descriptive Statistics of Father's Educational Profiles for Musical Talented and Regular Students 44
Table 7 Descriptive Statistics of Mother's Educational Profiles for Musical Talented and Regular Students 45
Table 8 Descriptive Statistics of Father's Occupation Profiles for Musical Talented and Regular Students 46
Table 9 Descriptive Statistics of Mother's Occupation Profiles for Musical Talented and Regular Students 47
Table 10 Results of Gender Differences on English Self-efficacy 49
Table 11 One-Way ANOVA Results for the Difference between the EFL Self-Efficacy and the Students’ Fathers’ Educational Level 50
Table 12 The Results of Scheffe Post-Hoc Test for the Difference between the EFL Self-Efficacy and the Students’ Fathers’ Educational Level 51
Table 13 One-Way ANOVA Results for the Difference between the EFL Self-Efficacy and the Students’ Mothers’ Educational Level 53
Table 14 The Results of Scheffe Post-Hoc Test for the Difference between the EFL Self-Efficacy and the Students’ Mothers’ Educational Level 54
Table 15 One-Way ANOVA Results for the Difference between the EFL Self-Efficacy and the Students’ Fathers’ Occupation 56
Table 16 One-Way ANOVA Results for the Difference between the EFL Self-Efficacy and the Students’ Mothers’ Occupation 57
Table 17 Results of Gender Differences on English Learning Styles 58
Table 18 One-Way ANOVA Results for the Difference between the EFL Learning Styles and the Students’ Fathers’ Educational Level 59
Table 19 The Results of Turkey Post-Hoc Test for the Difference between the EFL Learning Styles and the Students’ Fathers’ Educational Level 60
Table 20 Results for the Difference between the EFL Learning Styles and the Students’ Mothers’ Educational Level 61
Table 21 One-Way ANOVA Results for the Difference between the EFL Learning Styles and the Students’ Parents’ Occupation 63
Table 22 English Achievement between Male and Female Students 64
Table 23 Correlation between Parents' Educational Level and English Achievement 66
Table 24 Correlation between Parents' Occupation and English Achievement 67
Table 25 English Self-Efficacy of Regular Students and Musical Talented Students 69
Table 26 English Achievement of Regular Students and Musical Talented Students 70
Table 27 Learning Styles of Regular Students and Musical Talented Students 72


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