透過ARCS全英教學模式提升奧運選手運動英語口說自信

Enhancing Olympians’ Sports English Confidence by the ARCS Model in an EMI Course

在高度需要使用英文的國際賽事中，台灣選手面對英文媒體時缺乏自信心與自我肯定。因語言挑戰與政治因素，這方面實證之研究較少。 故此，本研究採文化相關教學法與認知行為動機理論， 針對92名選手大專生探索ARCS模式在疫情期間之英文學習中導入運動英文與奧運相關課程，以 ARCS 對專注於東京奧選手體育英語的培訓內在動機與英文自信。為此，本研究採用混合研究方法：量化資料含英語口筆測試前測和後測、ARCS問卷和質性之個人訪談。 結果顯示，選手最初對英語口語的自信心偏低， 經過體育對話練習，與媒體問答，在後測時英語口語分數顯著提高，最終呈現較高自信，並具有高度注意力，體育相關性 、英語口語自信心、和對英語滿意度 。 口說英語的信心，有賴做好與媒體接觸的準備，並和本地英文榜樣操練體育對話，藉由文化回應模式培養口說能力。在疫情期間英文課程頻繁混合線上搭配實體進行，但運動員學習者更喜歡面對面學習英語。本研究發現將可提供未來相關研究的啟示與建議。

 

With the high demand for English in international sporting competitions, Taiwanese athletes face the dilemma of low confidence and low self-esteem when interacting with the international media. Due to the language difficulties and political challenges, studies lack empirical English research on English competence and confidence levels for the Chinese Taipei Olympic athletes. The following study investigated the impact of the cognitive-behavioral motivational model of Attention Relevance Confidence Satisfaction (ARCS) with Culturally Responsive Teaching (CRT) on 92 athletic students as they attempted to make Sports English learning relevant to their sports training. The researchers strived to maximize their intrinsic motivation and create culturally responsive professional material to aid their language acquisition in an English Mediated Instruction (EMI) course. The ARCS interventions during the Covid-19 pandemic ushered in a hybrid learning environment by focusing on training for Tokyo Olympics sports English. To this end, a mixed research methodology was adopted: the research methods included pretest and posttest English proficiency tests, ARCS questionnaires, and individual interviews. The results demonstrated significantly improved English-speaking confidence and scores, positive English learning motivation in attention, relevance, confidence and satisfaction. The level of English-speaking confidence is to aid cognitive readiness in media and sports conversations with role models and patterns. The Hybrid teaching mode was carried out frequently, but face-to-face learning was preferred by the language learners. Implications and recommendations for future research are provided based on the findings of the study.