臺灣博碩士論文加值系統

為了因應人才國際化，英語授課課程(English-Medium Instruction；EMI)在亞洲高等教育中成為一股趨勢，各國政府也在積極透過補助推動EMI。但是，過去研究發現學生在EMI中會有學習困難、負面的態度等，進而影響下次選EMI的意願，有逃避EMI的現象。這會對英語授課政策的原意「使學生國際化」造成阻礙。過去研究認為不同的學習策略會影響學生的學習成效以及意願，因此本研究探討是否學生能使用特定學習策略來降低英語焦慮，而使學生在未來不會逃避英語授課之課程。研究方法為問卷調查法，研究對象為中山大學商管學院15門課的研究生208位。本研究使用偏最小平方迴歸(PLS)探討學習策略、英語焦慮與逃避英語授課課程之關係，並以英語能力為控制變項。本研究預期當學生採用特定學習策略(精讀、組織、批判思考、後設認知自律、持續努力、同儕學習、尋求協助等學習策略)會降低學生的外語焦慮，並進而減少學生逃避英語授課課程的想法。研究果顯示，英語焦慮會影響EMI逃避，批判思考可以降低英語焦慮，持續努力可以降低EMI逃避；英語焦慮中介於批判思考與EMI逃避之間。

In Asian, in order to keep up with internationalization, the English-Medium Instruction (EMI) course has become a trend in higher education. However, previous studies find that students have learning difficulties and negative attitudes in EMI courses. The condition affects the students’ willingness to attend others EMI courses in the future, and students tend to avoid EMI courses. This is an obstacle to promote the students’ internationalization policy. Some scholars believe that different learning strategies will affect students'' learning effectiveness and willingness. Therefore, this study explores whether students can reduce English anxiety through learning strategies and further do not want to avoid EMI courses in the future. The participants of this study consist 208 postgraduate students from 15 different EMI courses in the School of Business Administration of Sun Yat-sen University. The research method was questionnaire survey, we use partial least-squares regression (PLS) to explore the relationship between learning strategies, English anxiety and EMI avoidance, while regarding English proficiency as control variable. This study anticipates that specific learning strategies (elaboration, organization, critical thinking, metacognition self-regulation, effort regulation, peer learning, and help seeking) will reduce students’ foreign language anxiety and further to reduce the students’ tendency to avoid EMI courses. The results indicate that English anxiety has a positive relation to EMI avoidance; critical thinking has a negative relation to English anxiety; effort regulation has a negative relation to EMI avoidance; and English anxiety is the mediation between critical thinking and EMI avoidance.

Approval Certificate i
Abstract ii
中文摘要 iii
Figures vi
Tables vii
1. Introduction 1
2. Literature Review and Conceptual Model 4
2-1. Language Anxiety and EMI Avoidance 4
2-2. Learning strategies and English anxiety 5
2-2-1. Elaboration 6
2-2-2. Organization 6
2-2-3. Critical Thinking 7
2-2-4. Metacognitive self-regulation 7
2-2-5. Effort regulation 8
2-2-6. Peer Learning 8
2-2-7. Help seeking 9
2-3. Learning strategy, EMI avoidance and English anxiety 9
2-3-1. Learning strategy and EMI avoidance 9
2-3-2. Learning strategy may influence English anxiety and further affect EMI avoidance 10
2-4. English proficiency as controlled variable 11
3. Method 11
3-1. Participant 12
3-2. Instrument 12
3-2-1. Learning strategies: 13
3-2-2. Students’ English language anxiety scale: 14
3-2-3. EMI course avoidance scale: 14
3-2-4. Control variable: English proficiency 15
4. Data Analysis 15
5. Result 15
5-1. Evaluating Measurement Models 15
5-2. Evaluating structural model 19
5-3. Mediation analysis 21
6. Discussion 22
7. Conclusion 25
Reference 27
Appendix 35

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