目標設定與自我效能對大學生英語學習自我調整過程的影響

The Study on Goal Setting and Self-Efficacy of University Students' Self-Regulation in English Learning

本研究採用詮釋現象學分析法（IPA），深入探索臺灣中部某科技大學醫學影像暨放射科學系六位學生在英文課程中的自我調整學習歷程。透過課堂觀察、半結構式訪談、個人反思與學習日誌的蒐集與分析，研究旨在理解學生如何管理並感知自身的英語學習調整。研究發現，許多參與者在目標設定上經歷挑戰，通常依賴課程大綱與外在要求，較少追求精熟目標，因而在自我調整過程中顯現出不一致與困難。相對地，自我效能較高的學生展現出更強的內在動機、適應力與投入度，這些特質正向影響了他們的目標設定與學習成就。研究揭露了自我效能、目標設定及適應性學習策略對學生自我調整學習過程的轉變性影響，並建議教育現場應針對此類技能進行有針對性的支持措施，營造鼓勵自主學習的環境，以提升學生在語言學習中的投入與成功。

This study employed Interpretative Phenomenological Analysis (IPA) to explore the self-regulated learning experiences of six students from the Department of Medical Imaging and Radiological Sciences at a technology university in central Taiwan during their English courses. Through classroom observations, semi-structured interviews, personal reflections, and learning journal analyses, this research sought to understand how students managed and perceived their self-regulation in English learning. The findings revealed that many participants faced challenges in goal setting, often relying on course outlines and external requirements rather than pursuing mastery goals, which led to inconsistencies and difficulties in self-regulation. Conversely, students with higher self-efficacy demonstrated stronger intrinsic motivation, adaptability, and engagement, which positively influenced their goal-setting and academic achievements. The study highlighted the transformative impact of self-efficacy, goal setting, and adaptive learning strategies on students' self-regulated learning processes. It recommended that educational settings implement targeted support measures for these skills and foster an environment that encourages autonomous learning to enhance students' engagement and success in language learning.