錯題訂正策略對國中英語學習之影響：學生個人訂正、小組合作訂正與教師直接訂正之實證研究

The Effects of Error-Correction Strategies on Junior High School Students’ English Learning: An Empirical Study of Student Self-Correction, Peer-Assisted Collaborative Correction, and Teacher Direct Correction

錯題為答題過程中難以全然避免的狀況，然而，目前錯題訂正多採由教師就全班常錯題直接進行訂正解說的方式。鑑於此種方法並不符合當今強調學生中心的教育思潮及語文領域推行的自我精進綱要精神，本研究旨在探討以學生自己錯題為訂正標的之兩種學生錯題訂正策略—「學生個人訂正」與「小組合作訂正」，相對於「教師直接訂正」策略，對國中學生英語訂正表現與英語學習成就的影響。採取不等組前後測準實驗研究設計法，隨機分派臺南市一所國中一年級三個參與班級（n = 76）至三個不同實驗組別，配合英語每週教學進度，根據擬訂的二階訂正步驟，進行共12週、四個單元的紙本（非選擇題）與線上（選擇題）英語學習練習和訂正活動。單因子共變數分析結果有兩項主要發現：一、學生個人訂正和小組合作訂正在英語訂正表現上皆顯著優於教師直接訂正；二、三種訂正策略於英語學習成就上具相當成效，再對比三個參與班級在研究前於全年級英語成績的排比表現，發現經本訂正策略教學活動後，三班的百分比排比皆有上升。本研究結果支持所研擬的兩階段訂正架構對學生中心策略訂正表現的顯著正面影響，以及對英語學習成就表現提升的潛能。

Errors are an inevitable part of the drill-and-practice learning process. However, currently, error correction is mostly done via the teacher’s direct correction approach, wherein teachers provide answer keys with elaborative explanations for the most frequently mis-answered questions in the class. Under the contemporary student-centered educational paradigm and the self-improvement principle upheld by the “Twelve-year National Fundamental Education Curriculum Guidelines for Language Education,” this study aimed to examine the effect of two student-centered error-correction strategies— student self-correction and peer-assisted collaborative correction on error-correction performance and English academic achievement, as compared to the traditional teacher direct-correction strategy. A pretest-posttest quasi-experimental research design was adopted. Three seventh-grade classes (n = 76) from one junior high school in Tainan City were randomly assigned to three treatment groups and participated in the study for 12 weeks. A total of four instructional units were covered. For each unit, students engaged in paper-based (for non-multiple-choice question types) and online (for multiple-choice questions) correction activities on alternate weeks in response to weekly routine drilland- practice activities. Based on the results of the analysis of covariance technique, two major findings were obtained. First, both self-correction and collaborative correction groups significantly outperformed the teacher direct correction group in error-correction performance. Second, all three groups demonstrated comparable English academic achievement. With reference to the school-wide English academic performance data, the results further revealed that the percentiles of all three participating classes increased after the study. The results of this study substantiated the positive effects of the two-tier error-correction framework in support of student-centered error-correction strategies for promoting students’ error-correction performance and its potential for facilitating English academic achievement.