應用自我調節學習於英語寫作成效之研究   全文下載

Investigate Learning Effectiveness by Applying Self-regulated Learning on English Writing

本研究旨在探究自我調節學習應用在大學生英語寫作之動機與成效。在數位學習歷程檔（ePortfolio）透過自我調節學習引導學生學習英語寫作，藉此觀察學生學習動機與成效。本研究的實驗對象共有22位大學生，分實驗組與控制組進行，實驗組導入自我調節學習歷程，控制組採用一般寫作觀摩模式。實驗結果顯示，實驗組的學習成效與動機皆顯著優於控制組之表現。

This research investigates the learning effectiveness and learning motivation of English writing by applying self-regulated learning. In order to observe the learning effectiveness and learning motivation of students, we are using self-regulated learning to guide the students’ learning of English writing in ePortfolio platform. The participants of this research have twenty-three college students which were divided into experimental group and control group. The ePortfolio platform used by experimental group students introduces self-regulated learning. The ePortfolio platform used by control group students applies observation learning. The experimental results have shown that the learning effectiveness and learning motivations of experimental group students have significant progress than control group students.