工程英語橋接課程教材效度評鑑：由學生觀點切入

A Validity Assessment of English-for-Engineers Bridge Course Materials Using Learner Perspectives

本研究從學生觀點切入，針對一份專為初階英語能力工程類學生設計的專業英語橋接課程教材，進行效度評鑑。其中包含檢視本教材對於目標學習者學習一般英語、專業英語，以及在單字、文法、閱讀和口說能力發展，是否有所助益。同時，本文亦探討不同語言能力學生之觀點，以及此專業英語橋接教材難易度之適切性。研究對象包含英文程度為CEF歐洲語言參考指標A2（基礎級）與A1（入門級）之工程類大學生，共計562位。研究中以此教材對學生進行六週試驗性教學，並於課程結束後進行問卷施測、個人訪談和焦點團體訪談。蒐集所得之量化資料以成對樣本T檢定、獨立樣本T檢定、變異數分析及皮爾森相關係數進行分析；所獲質化資料則採用持續比較分析法進行資料分析。研究結果顯示，參加試驗教學的學生普遍認為此專業英語橋接教材有助其英語能力之發展，尤其是語言能力A1程度的學生。從一般英語和專業英語的微技巧方面檢視，學生對此橋接課程教材也抱持正向觀點。而自我效能（難易度之適切性）和任務價值（與學生職涯目標之關聯性）為學生對此教材抱持正向態度之主要因素。

This study assessed the criterion-referenced validity of English-for-engineers bridge course materials (EEBCM) designed for CEFR A1-and A2-English-level engineering students. The research examined the helpfulness of the EEBCM in facilitating the learning of English for general purposes (EGP), English for specific purposes (ESP), and the micro-skills of vocabulary, grammar, reading, and conversation; the perceptions of the learners of different language proficiency subgroups; and the appropriateness of the difficulty level of the EEBCM. Data were collected by using questionnaires and individual and focus group interviews after 562 second language learners had undergone a 6-week trial teaching period. The quantitative data were analyzed with paired- and independent-sample t tests, ANOVAs, and Pearson correlations. The qualitative data were analyzed by using the constant comparative method. The EEBCM was found by the learners who participated in the study, especially those at the A1 level, to facilitate the development of English skills. Learner perceptions of the EEBCM were also found positive when the micro-skills of EGP and ESP were examined. Self-efficacy (i.e., appropriateness of the level of difficulty) and task value (i.e., relevance to the learners career goals) were found to be the major reasons contributing to the positive learner perceptions.