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研究生:陳珈吟
研究生(外文):CHEN, CHIA-YIN
論文名稱:國中英語教師對108課綱教科書選用因素及使用滿意度之研究
論文名稱(外文):A Study on Selection and Satisfaction of the 108 Curriculum-based Textbooks Among Junior High School English Teachers in Taiwan
指導教授:黃玫珍黃玫珍引用關係
指導教授(外文):HUANG, MEI-CHEN
口試委員:黃玫珍李麗秋莊琍玲
口試委員(外文):HUANG, MEI-CHENLEE, LI-CHIUCHUANG, LI-LING
口試日期:2022-06-24
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:兒童英語研究所
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:2022
畢業學年度:110
語文別:英文
論文頁數:133
中文關鍵詞:教科書選用因素教科書滿意度國中英語教師108課綱英語教科書
外文關鍵詞:textbook selection factorstextbook satisfactionjunior high school English teachers108 curriculum-based English textbooks
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因應台灣教科書開放政策,英語教師在108課綱的實施下被賦予了選用教科書的責任以最大化地提升英語教與學的質量。由於英語教科書在EFL情境中扮演著至關重要的角色,找出影響教師選用教科書的因素對於改進英語教科書及促進英語教學而言顯得十分重要。本研究旨在探討國中英語教師對於108課綱英語教科書的選用因素及使用滿意度,以作為改進英語教科書之參考。
總計一百三十三位國中英語教師參與本研究電子郵件問卷調查,並運用單因子相依變異數分析、獨立樣本T檢定、單因子變異數分析及敘述統計進行量化分析。分析結果顯示國中英語教師在選用教科書時較重視內容屬性,尤其是內容的正確性、內容是否符應課綱,以及內容是否合乎學生的生活經驗。相反地,國中英語教師在選用教科書時較不重視物理屬性。除此之外,研究結果顯示不同性別、年齡、最高學歷、學校地區、教學年資及不同學校規模的國中英語教師對於本研究所提及的五大屬性之認知無顯著性差異。就教科書使用滿意度而言,國中英語教師對於內容屬性的滿意度最高,而對於物理屬性感到不甚滿意。再者,研究結果揭示108課綱教科書在內容方面有符合國中英語教師的期待,而教師手冊及教科書的實體設計則未能完全滿足教師的需求。根據研究結果,本研究為教育機構、教科書選用人員、教科書出版商及教科書編輯提供了進一步改進108課綱英語教科書之建議。

In response to the textbook liberalization policy in Taiwan, English teachers are given the responsibility of textbook selection to maximize the quality of English teaching and learning under the implementation of the 108 curriculum guidelines. Due to the crucial role English textbooks play in the EFL context, it is vital to identify the factors influencing teachers’ selection of textbooks to improve English instructional materials and facilitate English instruction. The purpose of this study is to explore junior high school English teachers’ textbook selection factors and satisfaction with 108 curriculum-based English textbooks to provide a reference for improvement of English textbooks.
A total of 133 junior high school English teachers participated in the email questionnaire survey study. One-way repeated measures ANOVA, independent sample t-test, one-way ANOVA, and descriptive statistics were applied to analyze the collected data. The findings indicated that junior high school English teachers emphasized content attributes the most, especially the correctness of textbook content, whether the content conformed to the syllabus and whether the content corresponded to students’ life experiences. In contrast, they considered physical attributes the least important factor. Furthermore, the findings revealed that these participants with different genders, ages, educational backgrounds, school areas, teaching seniority, and school sizes showed no significant differences in their perception of the five attributes investigated. In terms of textbook satisfaction, these teachers were the most satisfied with content attributes and the least satisfied with physical attributes. In addition, it was found that the content of the 108 curriculum-based English textbooks do meet with junior high school English teachers’ expectations, while the teachers’ manuals and physical design of textbooks may not fully correspond to their needs. Based on the results, this study provides suggestions for educational institutions, textbook selection personnel, textbook publishers and editors on ways to further improve the quality of 108 curriculum-based English textbooks in the future.

ABSTRACT (Chinese) i
ABSTRACT (English) iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES viii
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purposes of the Study 6
Research Questions 7
Significance of the Study 7
Definition of Terms 8
CHAPTER TWO LITERATURE REVIEW 11
Textbooks and Language Teaching and Learning 11
The Role of Textbooks 11
Impacts of Textbooks on Language Teaching and Learning 14
Textbook Selection in the Educational System 16
The Textbook Selection System 16
Textbook Selection System in Taiwan 27
Empirical Studies of Textbook Selection and Textbook Satisfaction 29
CHAPTER THREE METHODOLOGY 37
Participants 37
Instruments 39
Data Collection Procedure 43
Data Analysis 43
CHAPTER FOUR RESULTS AND DISCUSSION 46
Selection Factors of 108 Curriculum-Based English Textbooks Among Junior High School English Teachers 46
Effects of Personal Demographics on Junior High School English Teachers’ Perception Toward Textbook Selection 60
Satisfaction of 108 Curriculum-Based English Textbooks Among Junior High School English Teachers 67
CHAPTER FIVE CONCLUSION 81
Summary of Major Findings 81
Pedagogical Implications 86
Limitations of the Study 87
Suggestions for Future Research 89
REFERENCES 91
APPENDICES 106
Appendix A Results of Statistical Tests 106
Appendix B The Questionnaire Survey (The Pilot Study) 108
Appendix C The Informed Consent Form (The Main Study) 113
Appendix D The Questionnaire Survey (The Main Study) 114
Appendix E The Questionnaire Survey (The Main Study- English Version) 128

LIST OF TABLES
Table 1 Textbook Selection Factors 26
Table 2 Empirical Studies on Textbook Selection Factors 31
Table 3 Empirical Studies on Textbook Satisfaction 34
Table 4 Background Information of the Participants 39
Table 5 Components of the Questionnaire Survey (Main Study) 41
Table 6 Analysis Instrument for Research Questions (Main Study) 44
Table 7 Results of Tests of Within-Subject Effects on Textbook Selection Factors 47
Table 8 Frequency, Percentage, Mean, and Rank of Content Attributes 50
Table 9 Frequency, Percentage, Mean, and Rank of Teaching Attributes 52
Table 10 Frequency, Percentage, Mean, and Rank of Physical Attributes 55
Table 11 Frequency, Percentage, Mean, and Rank of Publishing Attributes 57
Table 12 Frequency, Percentage, Mean, and Rank of Non-publishing Attributes 59
Table 13 Independent Sample T-test for Junior High School English Teachers of Different Genders on the Perception of Textbook Selection Factors 61
Table 14 Independent Sample T-test for Junior High School English Teachers of Different Educational Backgrounds on the Perception of Textbook Selection Factors 62
Table 15 Independent Sample T-test for Junior High School English Teachers of Different School Areas on the Perception of Textbook Selection Factors 63
Table 16 One-Way ANOVA for Junior High School English Teachers of Different Ages on the Perception of Textbook Selection Factors 64
Table 17 One-Way ANOVA for Junior High School English Teachers of Different Teaching Seniority on the Perception of Textbook Selection Factors 65
Table 18 One-Way ANOVA for Junior High School English Teachers of Different School Size on the Perception of Textbook Selection Factors 66
Table 19 Within-Subject Effects of Textbook Satisfaction 67
Table 20 Frequency, Percentage, Mean, and Rank of Textbook Satisfaction on Content Attributes 69
Table 21 Frequency, Percentage, Mean, and Rank of Textbook Satisfaction on Teaching Attributes 73
Table 22 Frequency, Percentage, Mean, and Rank of Textbook Satisfaction on Physical Attributes 76


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