技術型高中學生專業英文詞彙學習成效評估模式之研究

Abstract

針對技術型高中學生學習專業英文除了有助於專業技能提升，更有助於未來提升未來相關職業的國際競爭力。本研究藉由關切階層以及Kirkpatrick所提出四層次教育訓練成效評估模式為理論基礎，以資訊反應層次、自我反應層次、行為層次、合作成果層次、調整成果層次對學生專業英文詞彙學習成效的影響，並以自學效能為調節變項，探討學生自學效能在自我反應層次與之間行為層次的調節效果。研究對象為參加新北市專業英文聽力與詞彙能力大賽的技術型高中學生，篩選剔除無效問卷後，獲得有效問卷為449份，並運用線性迴歸分析來探討各變項的影響。 研究結果得知，一、學生在資訊反應層次與自我反應層次對行為層次有正向影響；二、學生在行為層次對合作成果層次有正向影響；三、學生在合作成果對調整成果層次有正向影響；四、學生在調整成果層次對「看英文選中文」學習成效有正向影響；五、學生在調整成果層次對「聽英文選中文」學習成效有正向影響；七、學生自學效能對於自我反應層次與行為層次具有調節效果。依據研究結果，學生在學習專業英文詞彙時，應關切自己如何改進與提升與幫忙同儕一起提升能力，並能利用經驗調整自己和同儕學習方式，以利提升學生的專業英文詞彙學習成效。最後，依據研究結果提出建議，俾供教師、學校行政、教育政策規劃及後續研究者之參考。For vocational high school students, learning professional English will not only improving their professional skills, but also enhancing their international competitiveness of related occupations in the future. Through the theory basis of stages of concern and the four level education training effects evaluation models by Kirkpatrick, the present study adapts information reaction level, self-reaction level, behavior level, cooperation results level and adjustment results level influence on the students’ English professional vocabulary learning effectiveness. In addition, the study uses self-learning effectiveness as adjustment variables to explore the adjustment effects between self-reaction level and behavior level in students’ self-learning effectiveness. The subjects are the Vocational High School students who participate in professional English listening comprehension and vocabulary ability in New Taipei City. Deleting the invalid questionnaire, the valid questionnaire is 449. The study uses linear regression analysis to explore the influence of every variable. The results of the study show as follows: 1. There is positive influence between information reaction level and self-reaction level toward students’ behavior level. 2. There is positive influence to the students’ behavior level to cooperation effectiveness level. 3. Students have positive influence on cooperation effects and adjustment effects level. 4. Students have positive influence on adjustment effects level to “Read English and Choose Chinese” learning effects. 5. Students have positive influence on adjustment effects level to “Listen to English and Choose Chinese” learning effects. 6. Students’ self-learning effects have adjustment effects to self-reaction level and behavior level. According to the research results, when the students learn professional English vocabulary, they should concern how to improve and promote to help the peers to elevate their ability. Besides, they should make good use of their own experience to adjust themselves and peers learning methods to enhance the learning effects of professional English vocabulary. Eventually, we present our suggestions to be the teachers, school administrators, education policy plans and the follow-up researcher’s reference according to the research results.