英語教學策略與學生課堂參與行為關係之探討

Exp loring Relationshi p between Instructional Strategies and Students' Participation Behaviors in English Class

本研究探討中台灣一所科技大學裡，英語授課教師在課堂上所使用的教學策略以及學生參與英語課堂互動情形之間的關聯。以問卷調查的方式，本研究使用「課堂互動量表」進行資料收集，檢視該科技大學學生在英語課堂上所感知教師使用之教學策略，以及學生參與英語課堂互動的情形。總共有一百八十九位非主修英語之學生參與了此項研究調查。蒐集後的問卷資料以描述性統計、主成分分析、以及皮爾森相關等方法進行分析。
主成分分析結果指出，「課堂互動量表」裡有四項教學策略結構因子，包含︰(一)「提供學生說英語的機會」、(二)「要求學生多加闡述想法」、(三)「問問題引導學生回答」、(四)「使用英語進行課堂教學」，以及三項英語課堂參與行為結構因子，包括︰(一)「與同儕進行互動」、(二)「與老師進行互動」、(三)「使用簡短英語回答」。基於內部一致性之考量，僅使用前一、二項英語課堂參與行為結構因子與四項教學策略結構因子進行後續相關分析。
相關分析顯示，「課堂互動量表」裡四項教師教學策略與兩項學生英語課堂參與行為之間存有正相關之關聯。然而，雖然描述性統計指出學生最常感知的課堂教學策略為教師「提供學生說英語的機會」，但相較於其他教學策略，此項策略並沒有對學生們的英語課堂參與行為有較高的影響力。在四項教學策略中，「要求學生多加闡述想法」是最能有效鼓勵學生進行同儕互動的教學策略；而「問問題引導學生回答」則是能鼓勵學生與老師進行互動最有效的教學策略。

This study examined the relationship between English teachers’ instructional strategies and their students’ participation behaviors in English class at a university of technology in central Taiwan. Applying a survey method, this study used Classroom Interaction Inventory (CII) to collect data for the instructional strategies perceived by the participants and their ways to interact with others in English class. A total of 189 non-English-major students participated in the survey. Descriptive statistics, principal component analysis, and the Pearson product-moment correlation analysis were used to analyze the data collected.
The principal component analysis identified four factors of instructional strategies and three factors of participation behaviors from the data collected with the CII. The four factors of instructional strategies included (1) Providing opportunity for speaking English, (2) Requesting elaboration of ideas, (3) Asking questions to elicit output, and (4) Using English in class. The three factors of participation behaviors comprised (1) Engagement in interactions with peers, (2) Engagement in interactions with teacher, and (3) Tendency to give short responses in English. Only the first two factors of participation behaviors and the four factors of instructional strategies were used for correlation analysis when the internal consistency of the factors was taken into account.
The correlation analysis revealed that significant positive relationships existed between the four types of instructional strategies and two types of the students’ participation behaviors in English class. However, although descriptive statistics showed that the most commonly perceived instructional strategy in English class was “Providing opportunity to speak English,” the instructional strategy did not have more influence on the students’ engagement in classroom interactions than other instructional strategies. Instead, “Requesting elaboration of ideas” was the most effective instructional strategy to encourage the participants’ “Engagement in interactions with peers,” and 'Asking questions to elicit output” was the most useful instructional strategy for the students’ “Engagement in interactions with teachers.”