以回沖效應觀點探討英文能力分班對英語教與學之影響

A Perceptional Inquiry into How English Placement Practice Impacts EFL Teaching and Learning from the Perspective of Washback

既有的文獻中廣泛地討論能力分班的議題，卻鮮少探討能力分班對英語教學的回 沖效應之影響。本論文以一個實施英文能力分班的個案，研究英文能力分班措施對英 語教學所產生可能的回沖效應，並探討此回沖效應對英語教與學之影響情形。 本研究採取複合式研究手法，藉由統計量化之問卷調查方式，詢問一所科技大學 452 位大一至大三學生及11 位英語教師，英文能力分班對英語教與學影響之意見， 進一步與9 位學生及6 位英語教師針對相關議題進行訪談，並參考該校英文能力分班 相關規定文件與資料。研究結果顯示，此科技大學中，英文能力分班對英語教學產生 正面與負面的回沖效應現象，此回沖效應對英語教學之影響，有幾個方面：學生學習 成果；師生對教學內容、教學方法、評量方式與英文能力分班措施之態度。本研究設 立了有關英文能力分班10 個回沖效應假設，供後續相關研究參考。

While the pros and cons of ability grouping have been widely discussed in the literature， little research has addressed the phenomenon of possible washback effects of English ability grouping on English teaching and learning. This paper examines if and how an English placement practice implemented in a particular micro-environment impacts English teaching and learning from washback perspectives. A combination of research techniques was adopted: a quantitative questionnaire survey returned by eleven teachers of English and 452 college students， complemented by interviews with nine students and six teachers， in conjunction with consultation of institutional documents. The study notes the existence of the phenomenon of washback effects， positive and negative， in the context of English placement practice at a university of technology in Taiwan. The washback influences on English teaching and learning were related to students’ learning outcomes， and teachers’ and students’ attitudes towards teaching content， methods， assessment system and placement measure. The 10 Washback Hypotheses applicable to English placement practice established in this study serve as a foundation for further studies.