EFL劇場課程學生英語學習反思：以自我調節學習支持語言學習策略的應用

EFL Theater Course Students’ Reflection on English Learning: Applications of Self-regulated Learning to Support the Adoption of Language Learning Strategies

本研究探究英語學習困難、調節學習的變化、語言學習策略及努力提昇英語的反思。主要以質性研究法分析14名科技大學學生在劇場課程的調節學習四階段四次訪談的質性數據和全民英檢測驗（GEPT）口語模擬測驗和語言學習策略問卷（SILL）量化數據的分析。學生最初面臨動機、學習策略、劇本創作和表演的挑戰，加強自律後，變得更有能力和責任感。學生努力提昇記憶力、語言技能和學習動機，經常使用補償、社交和記憶策略，因成就感受激勵，投入更多時間精力完成任務。統計分析GEPT口語朗誦前後測分數具有0.033的漸近顯著性；而SILL問卷六類量化分析p值沒有顯著差異。本研究限制為樣本數小和學生自我評估具主觀性，要求學生合作編寫劇本卻未預先施測寫作評量。研究人員應謹慎推斷這些經驗。

This study explores English language learning difficulties, variations in learning regulation, language learning strategies, and reflective practices to improve English proficiency. The qualitative research approach is employed to analyze qualitative data from four interviews conducted at four stages of self-regulated learning in a theater course with 14 students in two group from a technological university. Quantitative data analysis includes the analysis of scores from the General English Proficiency Test (GEPT) speaking mock test and the SILL questionnaire. Initially, students faced motivation, learning strategy, script creation, and performance challenges. However, with improved self-regulation, they became more competent and responsible. They employed compensation, social, and memory strategies, driven by a sense of achievement, and invested more time and energy in English improvement. The Wilcoxon sign rank test indicated an asymptotic significance (p-value=0.033) in GEPT speaking mock test oral recitation scores. At the same time, there were no significant differences in the six categories of the SILL questionnaire before and after surveying. The small sample size and the subjective nature of self-reporting and self-assessment limit the study’s findings. Additionally, although students were required to collaborate on script writing, no pretest for writing assessment was administered. Researchers should exercise caution when generalizing these findings.