臺灣博碩士論文加值系統

本研究旨在調查英文補充課程(supplementary class)設計如何影響大學英語學習者用英語交流的意願(Willingness to Communicate -WTC)與信心(confidence)，以及探討三者之間的關係。學生除了主要的英語課程之外，還參加了一個以口說和聽力為重點的補充英語課程，課程中也加入讀寫英語技能。補充課程的教學內容是以激勵學生學習為目的設計而成。該課程設計旨在確定學生是否在使用英語時變得更有信心並且更願意使用英語進行交流。研究設計一份李克特量表問卷，並發送給參與課程的台灣學生。每位學生皆是在完成一年的補充課程後才填寫問卷。此研究是使用量化研究方法對收集的數據進行分析，以了解在設計補充課程時學生的信心和交流意願之間的關聯性。研究結果顯示出，補充課程設計可以與主要英語課程結合來增強學生使用英語交流時的信心和 使用英語交流的意願。

This study aims to investigate how a supplementary class design could affect college EFL learners' confidence and willingness to communicate in English as well as the relationship between the three. Alongside the student's main class activities, the students attended a supplementary English skills class that focused on speaking and listening but included all four English skills. These weekly classes include all-inclusive lesson plans and a syllabus that is thought to motivate students. The study was done to determine whether students have become more confident in using their English and are more willing to communicate. The researcher conducted a Likert scale questionnaire that was sent out to Taiwanese undergraduate students and each student completed the questionnaire after completing a year of a supplementary course. The data collected was analyzed using quantitative research methods to see the connections between the students’ confidence and willingness to communicate when the supplementary class was designed. The results show that an oral supplementary class design can be used in conjunction with a main English class to impact students' confidence and WTC in a positive way.

CHINESE ABSTRACT I
ENGLISH ABSTRACT II
ACKNOWLEDGEMENT III
TABLE OF CONTENTS IV
LIST OF TABLES VI
LIST OF FIGURES VII
CHAPTER ONE INTRODUCTION 1
1.1 Background 1
1.2 Purpose 2
1.3 Research Questions 5
CHAPTER TWO LITERATURE REVIEW 7
2.1 Introduction to EFL Teaching in Taiwan 7
2.2 Taiwan Context 10
2.2.1 Taiwan's change from EFL to ESL 10
2.3 English classroom in Asia 12
2.3.1 Culture/History's Influence on the Classroom 12
2.3.2 Current Primary school EFL classroom in Taiwan/Asia 13
2.4 Willingness to Communicate and Self Confidence 16
2.4.1 Defining Confidence 16
2.4.2 Defining WTC and WTC models and previous studies on them 17
Figure 4 21
2.5 Classroom setting 22
2.5.1 Current EFL college experience 22
2.6 Curriculum Design and environment 24
2.6.1 ESL vs EFL 24
2.6.2 Define supplementary class 24
2.6.3 Supplementary English classroom 25
CHAPTER THREE METHOD 29
3.1 The setting of this study 29
3.2 Participants 31
3.3 Instruments 32
3.4 Questionnaire 32
3.5 Data analysis. 33
CHAPTER FOUR RESULTS AND ANALYSIS 35
4.1 Quantitative data from Questionnaire 36
4.1.1 The effects of a supplementary class design on Taiwanese freshman students’ willingness to communicate and confidence 16
4.1.2 The relationship the supplementary class, willingness to communicate and confidence of Taiwanese freshman students 40
CHAPTER FIVE DISCUSSION AND CONCLUSION 35
5.1 Summary of main findings of this study 42
5.2 Pedagogical Implications 45
5.3 Limitations and suggestions for further studies 47
REFERENCES 49
APPENDIX 57
Appendix A: Questionnaire 57

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