多元教學策略對大學生英文學習態度影響之行動研究

The Effects of Multiple Instructional Strategies on College Students' Attitudes toward English Learning: An Action Research

本研究探討教學策略對學生英文學習態度的影響。研究對象為不同英文程度的大學生，但多數為英文能力有限的學生。研究工具包含學生英文學習態度問卷、學生訪談、研究筆記。本研究主要的發現：所有教學策略都對學生英文學習態度有正向影響；最有影響力的前兩項教學策略是桌遊與電影。然而，個別學生在開放性問題與訪談上則有不同反應。英文能力較好的學生喜歡密集使用英文互動的上課方式；英文能力較差的學生則喜歡英文互動較少的上課方式，如看英文電影。本研究對教育政策擬定者與教育工作者具有四項啟示：正向的英文學習態度對語言習得上扮演重要角色；彈性使用教學策略可增進學生正向英文學習態度；教學是一種含括多種因素的藝術；英文能力分組教學可提升教學效能。

This research explores the effects of diverse instructional strategies on students' attitudes toward English learning. The participants are college students with diverse English proficiency levels, but most of them are limited English proficiency learners. The instruments of the present study include students' English learning attitudes questionnare, student interview, and research notes. The major research findings are that diverse instructional strategies all affect students' English learning attitudes positively, and the top two effective instructions are table games and movies. However, the individual participants act differently on the responses of the open ended questionnaire items and interviews. Students with higher English proficiency prefer intensive English interactions in class, while those with lower English proficiency like to enjoy the activities with less English interactions such as watching English movies. The research concludes with four implications for educational policy makers and educators: Equipping positive English learning attitudes play an important role in language acquisition, using instructional strategies flexibly can increase studetns' English learning attitudes positvely, teaching is an art and it needs to include several complex factors, and grouping students with similar English proficiency levels will increase instructional efficiency.