科大生在英語授課課程中之學習動機與自我效能感

Learning Motivation and Self-efficacy of Science and Technology University Students in EMI Courses

科技大學學生的英語能力長久以來普遍受到質疑，學校在建構全英語的課程環境歷程中顯然充滿挑戰。了解科技大學學生對於英語授課課程的學習動機以及自我效能感，有助於科技大學推動英語授課策略之參考。本研究以2022年修習英語授課課程的學生為對象，課程結束前兩週，以線上問卷方式蒐集741份資料，以t檢定與ANOVA進行分析，研究結果顯示：一、科大學生英語學習動機以自身對課程的興趣為首要考量，以提升自我英語能力、必修與他人推薦或鼓勵次之。二、不同性別的科大生其英語學習的自我效能感並無顯著差異，但因學生的國籍、學制、專業不同而有顯著差異。三、科大生英語能力自我效能感以聽力表現最高，口說最低，顯示學生英語表達信心較弱。四、事後比較分析發現碩博士生的英語能力自我效能感高於大學部學生、外語學院及海洋商務學院英文自我效能感表現較高。

English proficiency of University of Science and Technology students has often been questioned, and the school's journey of building an all-English curriculum environment is full of challenges. Understanding the learning motivation and self-efficacy of students at the University of Science and Technology for the EMI curriculum will help the University of Science and Technology promote English-taught strategies. This study focuses on students taking the EMI courses in 2022. Two weeks before the end of the course, 741 pieces of information were collected through online questionnaires and analyzed using t-test and ANOVA. The research results show: 1. English learning motivation of students put their interest in the course as the primary consideration, followed by improvement of their English ability, compulsory courses, and recommendations or encouragement from others. 2. There is no difference in the self-efficacy of English learning among students of different genders, but there are differences in students’nationalities, degrees, and majors. 3. The English proficiency self-efficacy of students is highest in listening performance and lowest in speaking performance, indicating that students have weak confidence in English expression. 4. Post hoc comparative analysis found that master's and doctoral students had higher self-efficacy in English than university students and that the College of Foreign Languages and the College of Ocean Business had higher English self-efficacy.