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研究生:鄭文文
研究生(外文):Wen-wen Cheng
論文名稱:大學生對自主學習的觀點:以國立高雄第一科技大學多媒體英語自學中心為例研究
論文名稱(外文):Learner Perspectives of Self-Access inthe Multimedia English Learning Center at NKFUST
指導教授:李美玲
指導教授(外文):Mei-ling Lee
學位類別:碩士
校院名稱:國立高雄第一科技大學
系所名稱:應用英語所
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:2006
畢業學年度:94
語文別:英文
論文頁數:160
相關次數:
  • 被引用被引用:5
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  • 下載下載:187
  • 收藏至我的研究室書目清單書目收藏:7
有興趣成為獨立自主的學習者日益增加且已蔚為風潮。為了因應潮流,台灣
在過去五年紛紛成立了各類型的自學中心。國立高雄第一科技大學在教育部的經
費補助下於2003 年成立了「多媒體英語自學中心」。此中心的主要任務是提升學
生英語能力及培養教室外的學習自主性。雖然該自學中心所提供的自學課程已實
施二年多,但學校當局尚未對中心是否能滿足學生的學習需求進行徹底的評估。
相關議題如學生對於英語自學的看法與態度;自學中心的管理、自學課程規劃、
多媒體學習軟體、線上學習資源使用的滿意度;自學後,學生學習態度的轉變與
未來持續的可能性等仍待探討。
為收集相關資料,作者設計了一份問卷共五個單元,目的在探討學生在「多
媒體英語自學中心」進行自學的經驗與觀點。217 位來自高科大外語學院、管理
學院及工學院的學生參與此項問卷調查。本研究的主要發現如下:
一、大部分學生認為自學是項重要的能力,但覺得培養自學能力很困難及容易的
人數各佔一半。而認為培養自學能力很困難的原因是:「課業太忙,沒時間
每週固定自學」、「不喜歡用電腦學英語,很珊磛S有效果」、「多媒體英
ii
語自學教材內容單調無趣」。而認為自學很容易的主要三個原因為:「自學
很輕鬆,沒有壓力」、「喜歡按自己的進度學英語」、「每週固定學習很有
規律」。
二、雖然超過半數的學生喜歡「多媒體英語自學中心」的學習環境和設備,很多
學生認為管理人員的態度、中心的開放時間、 紙本自學護照和英語學習諮商
服務仍需進一步改善。
三、超過半數的學生對自學課程、多媒體學習軟體、評分方式很滿意。但是大多
數認為自學時間應該延長。
四、極少數學生熟悉並使用「多媒體英語自學中心」所提供的各類線上學習資源。
分析發現,學生沒有使用線上學習資源的三個主要原因為「不知道此資訊」、
「不知道如何使用」、「英語程度不好」。再者,超過半數的學生想進一步
了解自學中心所提供的線上英語學習資源,並認為最有效的方法是透過老師
在課堂上講解、自學中心的專屬網站介紹及新生訓練時宣導。
五、約半數的學生認為接受自學訓練確實改善了英語聽與說的能力。然而,不到
三成的學生認為自己已經養成獨立及規律的學習習慣。有趣的是,雖然大部
份學生表示將來在職場上仍願意接受自學的訓練,但是不到半數的學生認為
自己在離開畢業學校後還會安排自學的時間。
It has become a worldwide trend that an ever increasing number of people are
interested in becoming autonomous learners in order to take charge of their own
learning. Reflecting this trend, self-access learning centers, which are designed to
provide self-directed learning opportunities, have sprung up throughout Taiwan over the
past five years. Following this trend, with grants from the Ministry of Education,
NKFUST set up a Multimedia English Learning Center (MELC) in 2003. The major
responsibility of this center is to enhance students’ English proficiency and to cultivate
autonomy beyond classroom instruction. Though the self-access learning program
offered by the MELC has been in place for over two years, the university has, so far, not
yet conducted a thorough program evaluation to determine if the center meets the needs
of the students. Many issues need to be addressed and investigated, such as students’
belief and attitude toward self-directed learning; their satisfaction with the management
iv
of the MELC, the self-access program, multimedia learning software and on-line
learning resources; and the likelihood of any change in student learning attitude and
their continuation of self-directed learning practices in the future.
To collect relevant data, a survey questionnaire was designed to solicit students’
opinions with regard to their experiences of practicing self-directed learning in the
MELC. 217 students were recruited for this study from College of Foreign Languages,
College of Management, and College of Engineering at NKFUST. The major findings
have been summarized as follows:
First, most of the students consider self-directed learning as an important ability
toward the management of their own learning. Yet, roughly half of them report that to
develop self-directed learning skills in school is a difficult task while the other half
considers the same task as easy. To elaborate, the top three reasons for why
self-directed learning is difficult are “I am too busy to do self-directed learning weekly,”
“I do not like to learn English through computer because it is boring and ineffective”
and “The multimedia learning materials are quite boring.” In contrast, the top three
reasons for why self-directed learning is easy are “English self-directed learning is
relaxing and without pressure,” “I like to learn English at my own pace” and “It’s nice
to study weekly and regularly.”
Second, more than half of the students like the learning environment of the
MELC and are satisfied with the equipment and facilities provided by the center.
However, when it comes to working attitude of the staff, the opening hours of the
MELC, the paper learning passport, and English counseling services, the results indicate
the need for improvements.
v
Third, more than half of the students are satisfied with the self-access program,
multimedia learning software and assessment method. Nevertheless, most of the
students think the weekly allotted time for self-directed learning in the MELC should be
increased.
Fourth, a fairly low percentage of students are familiar with the on-line learning
resources offered by the MELC. The top three reasons for why they do not use on-line
learning resources are “I do not have any information about them,” “I do not know how
to use them” and “My English is not good enough to use them.” In addition, more
than half of the students would like to have more information about the online learning
resources and they think the best ways to learn about them are through “Teacher
introduction in class,” “The official website of the MELC” and “Freshmen orientation
programs.”
Fifth, approximately half of the students report that they have improved their
listening and speaking skills after their training in English self-directed learning.
However, less than 30% of the students consider that they have developed the
independent learning ability or formed the regular learning habits after the training.
Interestingly, though a large percentage of the students indicate that in the future they
would like to receive further training in English self-directed learning for use in the
workplace, less than half of the students think they will arrange some time for
independent learning after they leave school.
TABLE OF CONTENTS
ABSTRACT (Chinese) …………………………………………………… i
ABSTRACT (English) ……………………………………………...…….iii
ACKNOWLEDGEMENTS .……………………………………..………vi
TABLE OF CONTENTS ……………………………………………….viii
LIST OF TABLES ………………………………………………………xiii
CHAPTER ONE INTRODUCTION……………………………………….1
Introduction …………………………………………………….…………...…………..1
Students at NKFUST …………………………………………..…………………….....2
The English Placement Test ………………………………………….…………………3
The Missions of the MELC …………………………………………………...………...4
Support the NKFUST General English Program ………………………………...4
Provide more English speaking and listening training opportunities outside
the classroom ………………………………………………………………..5
Provide students with the innovation to experiment with self-directed learning ...6
Statement of the Potential Problems ………………………….…………………………7
Problem 1: The attitudes of students toward self-directed learning require further
study ……………………………………………………………..……8
Problem 2: The management of the MELC needs to be evaluated ………………9
ix
Problem 3: The effectiveness of the self-access learning program needs further
survey …………………………………………………………10
Problem 4: The promotion and utilization of on-line learning resources in the
MELC is questionable ……………………………………………..11
Problem 5: The likelihood of change in student learning attitude and continuous
practice of self-directed learning in the future after the training is
uninvestigated ……………………………………………………...12
Purpose of the Study ……………………………………………..…………………….13
Research Questions …………………………………………………………………….14
CHAPTER TWO LITERATURE REVIEW ……………………………15
Definitions of Autonomy ………………………………………………………………15
The Learning Resources in the MELC ………………………………………………16
Multimedia Learning Software ………………………………………………….17
Graded Learning Materials ……………………………………...………………18
Custom-Made Multimedia Dialogues …………………………………………..19
Recommended Websites ………………………………………………………20
English Counseling Services ……………………………………………………21
Culture and Learner Autonomy ………………………………………………………..23
CALL and Autonomy ………………………………………………………………….25
The Advantages of Using CALL in a Self-Access Context …………………….26
The Disadvantages of Using CALL in a Self-Access Context ……….………....28
Autonomy and Low-Tech Settings ……………………………………………...29
x
Autonomy and High-Tech Setting ………………………………………………30
Autonomy and Lifelong Learning ……………………………………………………..31
CHAPTER THREE METHODOLOGY ………………………………….34
Research Questions …………………………………………………………………….34
Research Method ………………………………………………………………………35
Participants …………………………………………………………………………….36
Instruments ……………………………………………………………………………37
Consent Form …………………………………………………………………...38
Personal Data Form ……………………………………………………………..38
The Design of the Questionnaire ………………………………………………..39
Part I:Students’ Belief and Attitude toward Self-Directed Learning ……39
Part II:Students’ Satisfaction with the Management of the MELC …….42
Part III:Students’ Satisfaction with the Self-Access Program,
Multimedia Learning Software, Assessment Method and
Weekly Allotted Time for Self-Directed Learning …………….45
Part IV:Students’ Familiarity with the Online Learning Resources
in the MELC ……………………………………………………47
Part V:The Likelihood of Change in Student Learning Attitude
and Continuous Practice of English Self-Directed Learning
xi
after Students Leave School …………………………………….48
Pilot Study ……………………………………………………………………………..50
Procedures for the Formal Study ………………………………………………………52
CHAPTER FOUR DATA ANALYSIS AND RESULTS ……………..54
Statistical Procedures …………………………………………………………………..54
Preliminary Analysis …………………………………………………………………..55
Data Analysis of Research Questions ………………………………………………….58
Analysis of Research Question 1 ………………………………………………..59
Analysis of Research Question 2 ………………………………………………..63
Analysis of Research Question 3 ……………………………………………….70
Analysis of Research Question 4 ………………………………………………..77
Analysis of Research Question 5 ………………………………………………..82
CHAPTER FIVE INTERPRETATIONS AND IMPLICATIONS ….86
Major Findings and Interpretations ……………………………………………………86
Major Findings of Research Question 1 ………………………………………87
Interpretations of Research Question 1 …………………………………………87
Major Findings of Research Question 2 ………………………………………90
Interpretations of Research Question 2 …………………………………………90
Major Findings of Research Question 3 ……………………………………...…93
Interpretations of Research Question 3 …………………………………………93
Major Findings of Research Question 4 ………………………………………98
xii
Interpretations of Research Question 4 …………………………………………98
Major Findings of Research Question 5 ………………………………………100
Interpretations of Research Question 5 ………………………………………..100
Pedagogical Implications ……………………………………………………………..102
Limitations and Suggestions for Future Studies …………………………………...…105
References ………………………………………………………………………..106
Appendix A ………………………………………………………………………113
Appendix B ……………………………………………………………….………..114
Appendix C ………………………………………………………………………115
Appendix D ………………………………………………………………………...132
xiii
LIST OF TABLES
Table 1. Items for Students’ Belief and Attitude toward Self-Directed Learning ...…...40
Table 2. Options for Item 7 “Why I think that to develop English
self-directed learning ability is an easy or a difficult task.” ………………….41
Table 3. Statements and Questions for Students’ Satisfaction with the
Management of the MELC …..……………………………………….………43
Table 4. Opinions for the Services That the Staff Can Offer and Can not Offer………44
Table 5. Students’ Satisfaction with the Self-Directed Learning Program ……………46
Table 6. Statements and Questions about Students’ Familiarity with
the On-Line Learning Resources in the MELC ………………………………48
Table 7. Items for the Possible Transformation for Students .…………………………50
Table 8. Participant’s Background Information ……………………………….………56
Table 9. Personal English Learning Experience ……………………………………….57
Table 10. Students’ Viewpoints and Attitudes toward
English Self-Directed Learning……………………………………………...60
Table 11. Responses to “Overall, I think to cultivate English
self-directed learning ability in school is easy/difficult to me.” …………61
Table 12. Ranking of Reasons for Considering That to Cultivate
Self-Directed Learning Ability is Easy ……………………………………62
Table 13. Ranking of Reasons for Considering That to Cultivate
Self-Directed Learning Ability is Difficult ………………………….……63
Table 14. Students’ Satisfaction with the Management of the MELC ………………...65
xiv
Table 15. Ranking for the Efficient Services the Staff in the MELC Offers ………….66
Table 16. Ranking for the Services the Staff in the MELC Fails to Offer …….………67
Table 17. The Reasons Why Students Like to Use the Learning Passport ……………68
Table 18. The Reasons Why Students Do Not Like to Use the Learning Passport ……68
Table 19. Responses to the Effectiveness of the Counseling Service …………………69
Table 20. Responses to Self-Directed Learning Curriculum …………………...……71
Table 21. Ranking for the Ideal Percentage of the Achievement of
Self-Directed Learning in GE Course’s Final Grade ……………………72
Table 22. Students’ Study Habits ……………………………………………………73
Table 23. Responses to the Ideal Learning Hours for English
Self-Directed Learning ……………………………………………………73
Table 24. Responses to the Objective of English Self-Directed Learning,
Satisfaction of Multimedia Learning Materials and the Tests on the
Content of Self-Directed Learning …………………...……………………..75
Table 25. Students’ Favorite Multimedia Learning Materials in the MELC ………….76
Table 26. The Multimedia Learning Materials in Demand ……………………………77
Table 27. Students’ Viewpoints and Attitudes toward the
On-Line Learning Resources ……………………………………………….79
Table 28. Responses to Whether Students Have Ever Used the
On-Line Learning Resources ………………………………………………80
Table 29. Reasons for Not Using the On-Line Learning Resources in the MELC ……81
Table 30. The Best Way to Know the On-Line English Learning Resources …………81
Table 31. Responses to Being an Autonomous Learner in the Future ………………...84
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