英文摘要 |
The main purpose of this research is to explore the relationship between English learning experience in cram schools, learning attitude, learning strategies and learning outcome of junior high school students in Yilan City. Through investigation and data analysis, it is recommended as a reference for future English design, implementation of English courses and English teaching for English teachers. Questionnaire was used as a research tool. A total of 356 valid questionnaires were collected from junior high school students in Yilan City. Statistical analysis, reliability analysis, independent sample T-test, single-factor variance analysis, regression analysis, mediation effect were all applied. According to the data analysis, the results show that: (1) English learning experience in cram schools has a significant effect on learning attitude; (2) English learning attitude has a significant effect on learning outcome; (3) English learning experience in cram schools has a significant effect on learning strategies; (4) English learning strategies have a significant effect on learning outcome; (5) English learning experience in cram schools has a significant effect on learning outcome; (6) English learning attitude has some mediating effects on learning experience in cram schools and learning outcome; (7) English learning strategies have some mediating effects on learning experience in cram schools and learning outcome; (8) Students' gender has significant implications for learning experience in cram schools, learning strategies and learning outcome. (9) Students' place of residence has significant implications for learning attitude, learning strategies and learning outcome. (10) Parental education has a significant impact on learning attitudes and learning outcome; (11) Students' tutoring experience time has significant implications for learning experience in cram schools and learning outcome. This study summarizes the following conclusions: (1) Students' learning experience in cram schools can influence and predict their school performance, while the school can make good use of spare time for English tutoring or remedial teaching; (2) Students' English learning attitude can influence and predict their learning outcome. English courses and teaching contents should be multi-revitalized to stimulate students' motivation and positive learning attitude. (3) Students' English learning strategies can influence and predict their learning outcome. Students can be guided to develop appropriate and effective learning strategies to facilitate their self-learning. |