學生學習策略及教師學習策略教學對英語素養導向評量表現之影響

The Impact of Students’ Learning Strategies and Teachers’ Strategy Instructions on English Literacy-Driven Achievement

本研究旨在探討學生學習策略與教師學習策略教學對英語素養導向評量表現之影響。依訊息理解層次，本研究聚焦於四種學習策略：記憶、認知、推論理解與後設認知策略。研究參與者為第一屆108課綱七年級學生（N = 2,264，男生1,184名、女生1,080名）及其英語教師（N= 219），採用階層線性模式（Hierarchical Linear Modeling, HLM）分析跨層次的交互影響。結果顯示，在學生層次，推論理解策略與後設認知策略能顯著預測英語素養導向評量表現，而記憶策略與認知策略之影響均未達顯著。在教師層次，教師的策略教學無法調節學生學習策略對評量表現的預測效果；然而，推論理解策略教學能顯著提升班級整體英語素養導向評量表現。本研究根據上述結果，就未來研究方向與英語教學實務提出建議。

Purpose

The research is to explore the influence of learning strategies and teacher’s strategy instructions on English literacy-driven achievement in the context of 12-year basic education. The study has two goals. The first goal is to investigate the relationship between English literacy-driven achievement and learning strategies including memory, cognition, inference and metacognition strategies. The second goal is to test whether teacher’s strategy instructions affect the means of English achievement in the class and adjust the impact of learning strategies on English achievement.

Literature Review

The researches have indicated that learning strategies affect students’ English grades. These studies use Pearson correlation and description statistics to demonstrate the relationship between grades and learning strategies. Additionally, the studies reveal that teachers’ strategy instructions influence on English achievement. A semi-structure interview is applied to explore the impact of teachers’ strategy instructions on English grades. However, no research has investigated how learning strategies and teachers’ strategy instructions affect achievement within the same framework. Furthermore, contextual effects have not been considered when examining the relationship between learning strategies, teachers’ strategy instructions and achievement.