臺灣博碩士論文加值系統

近年來，臺灣愈來愈多的國中小開始實施內容和語言的整合學習（CLIL）教學。然而由於CLIL在臺灣的發展仍處於萌芽階段，需要從不同參與者視角進行更多研究，以利CLIL教學更好地推行。
本研究旨在調查八位國中在職教師在CLIL教學內之自我效能，並進一步研究影響教師自我效能之因素。本研究採取立意抽樣方式，所有的受測者均為學科教師，受測者首先必須先完成問卷填答，作為後續訪談的定向及基礎。後續訪談進一步取得更詳盡之相關資訊。研究結果顯示，受測教師普遍對於CLIL教學有著中高程度之自我效能；此外，影響教師在CLIL教學內自我效能的因素可分為四大類，包含學生參與、教師策略、課室
經營及其他。在這四大類中，可以發現部分因素重複出現，影響教師的自我效能，其中包含課程時程安排、語言鷹架的使用、多模態課程融入、異質性分組、跨語言實踐、課堂提問、學生反應、教師英語能力及學生英語能力。
最後，根據本研究結果，研究者進一步提出推行CLIL教學之建議，也針對本研究限制進行說明並提供相關建議，作為未來相關研究之參考。

In recent years, an increasing number of primary and secondary schools in Taiwan have started implementing CLIL in the classroom. Since CLIL implementation is still in its infancy in Taiwan, there is a need to investigate its implementation from the perspectives of different stakeholders to develop a better application of CLIL instruction.
This study aimed to investigate eight junior high school teachers’ self-efficacy in CLIL teaching and further study the factors affecting their self-efficacy. The study adopted purposive sampling, all the teachers are content teachers, and they were required to complete a questionnaire as the foundation and orientation for follow-up interviews. The interviews were later conducted to elicit more detailed information.
The results showed that teachers reported an intermediate-high level of self-efficacy regarding their CLIL instruction in general. In addition, the factors that emerged affecting teachers’ self-efficacy in CLIL instruction were classified into four categories, including student engagement, instructional strategies, classroom management, and other. Among all factors that emerged in every category, some appeared constantly, for instance, course schedule, the use of language scaffolding, the incorporation of multimodality, heterogeneous grouping, the use of translanguaging, raising questions, students’ reactions, teachers’ English proficiency, and students’ English proficiency.
Lastly, some pedagogical implications, limitations of the study, and suggestions for future studies were presented based on the findings of the study.

TABLE OF CONTENTS
摘要 ................................................................................................................................................. I
ABSTRACT .................................................................................................................................. II
ACKNOWLEDGEMENTS ....................................................................................................... III
TABLE OF CONTENTS ........................................................................................................... IV
LIST OF TABLES ...................................................................................................................... VI
CHAPTER I INTRODUCTION ................................................................................................ 1
Background and Rationale of the Study ..................................................................................... 1
Purpose of the Study ................................................................................................................... 5
Research Questions ..................................................................................................................... 5
Definition of Terms ..................................................................................................................... 6
Significance of the Study ............................................................................................................ 7
CHAPTER II LITERATURE REVIEW ................................................................................... 8
History and Development of CLIL ............................................................................................. 8
CLIL in Taiwan ......................................................................................................................... 10
Teacher Self-Efficacy (TSE) ..................................................................................................... 13
Studies of Teacher Self-Efficacy in Taiwan ............................................................................. 16
Studies of Teacher Self-Efficacy in CLIL ................................................................................ 20
CHAPTER III METHODOLOGY .......................................................................................... 24
Research Design ........................................................................................................................ 24
Participants ................................................................................................................................ 24
Instruments ................................................................................................................................ 26
Validity and Reliability ............................................................................................................. 29
Data Collection Procedures ....................................................................................................... 30
Data Analysis ............................................................................................................................ 31
Pilot Study ................................................................................................................................. 32
CHAPTER IV RESULTS AND DISCUSSION ...................................................................... 36
Participant Teachers’ Self-Efficacy in CLIL Instruction .......................................................... 36
Factors Affecting Teachers’ Perceptions of Self-Efficacy in CLIL Instruction ....................... 41
Discussion on Teachers’ Self-Efficacy in CLIL Instruction ..................................................... 72
CHAPTER V CONCLUSION .................................................................................................. 76
Summary of Major Findings ..................................................................................................... 76
Conclusion ................................................................................................................................ 81
Pedagogical Implications .......................................................................................................... 82
Limitations of the Study ............................................................................................................ 83
Suggestions for Future Study .................................................................................................... 83
REFERENCES ............................................................................................................................ 85
APPENDICES ............................................................................................................................. 96
APPENDIX A Questionnaire of Teachers’ Self-Efficacy in CLIL Instruction ....................... 96
APPENDIX B Questionnaire of Teachers’ Self-Efficacy in CLIL Instruction (Chinese) ...... 99
APPENDIX C Interview Guide .............................................................................................. 102
APPENDIX D Interview Guide (Chinese) ............................................................................. 104

LIST OF TABLES
Table 1 Information of the Participant Teachers .......................................................................... 25
Table 2 Categories of Related Factors and Interview Questions of Participants’ Self-Efficacy in
CLIL Instruction ........................................................................................................................... 27
Table 3 Factors Affecting Teachers’ Perceptions on Self-Efficacy in CLIL Instruction in Pilot
Study ............................................................................................................................................. 34
Table 4 Teacher Self-Efficacy in CLIL Instruction ..................................................................... 37
Table 5 Teachers’ Self-Efficacy Regarding Students Engagement in CLIL Instruction ............. 38
Table 6 Teachers’ Self-Efficacy Regarding Instructional Strategies in CLIL Instruction ........... 39
Table 7 Teachers’ Self-Efficacy Regarding Classroom Management in CLIL Instruction ......... 40
Table 8 Factors Affecting Teachers’ Perceptions of Self-Efficacy Regarding Student
Engagement in CLIL Instruction .................................................................................................. 41
Table 9 Factors Affecting Teachers’ Perceptions of Self-Efficacy Regarding Instructional
Strategies in CLIL Instruction ...................................................................................................... 52
Table 10 Factors Affecting Teachers’ Perceptions of Self-Efficacy Regarding Classroom
Management in CLIL Instruction ................................................................................................. 61
Table 11 Other Factors Affecting Teachers’ Self-Efficacy in CLIL Instruction ......................... 66

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