學習者因素對大學英語為外語學習者英語成就之預測力

The Predictive Power of Learner Factors on English Achievement in Regard to Taiwanese University EFL Learners

本研究檢視學習者背景因素（性別、開始學英語的時間、學院別）及情意因素（語言焦慮、對學習情境之態度），對英語成就的預測力，並檢驗這兩個情意因素為中介因素。本研究於2015年12月對北市某國立大學大一英文課學生進行，共分析598份填答完整之台灣本土生問卷資料。迴歸分析獲以下結論：背景因素對語言焦慮、對學習情境之態度、英語成就三者皆具預測力。兩個情意因素都對英語成就具顯著預測力，但語言焦慮之預測力高於對學習情境之態度的預測力。兩個情意因素皆對英語成就具部份中介的預測效應，而情意因素對英語成就的預測力是背景變項的兩倍。本研究研究結果，凸顯情意因素對英語成就之重要，可為英語教學及教育政策參考。

This study investigated the predictive power of learner background factors (gender, initial time for English learning, and college) and affective factors [English language anxiety (ANX) and attitudes toward the learning situation (ALS)] on university EFL students' English achievement (ENG). Totally, 750 questionnaires were distributed to the students enrolled in the Freshman English course in Fall 2015 in a public university in northern Taiwan; 679 questionnaires were obtained. The response rate achieved 90.53 percent. Data from 194 male and 404 female local Taiwanese students with complete information concerning the variables were analyzed. Regression analyses revealed the following results. First, learner background factors predict ANX; the starting time and gender are significant predictors for ANX. Second, the college is a determinant of ALS. Third, both the starting time and the college were found to significantly predict ENG. Fourth, both ANX and ALS are good predictors for ENG, but in comparison, ANX is a better predictor for ENG. Moreover, it was demonstrated that ANX and ALS, each partially mediates between the background variables and ENG. Notably, the total predictive power of ANX and ALS is about two times of that of the background factors. The findings from the study highlighted the importance of affective factors, which offers implications for English teaching and policy making.