大學校院外語推廣教育成人英語學習者自我調控學習與學習成效關係之研究
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2019
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Abstract
本研究旨在探討大學校院外語推廣教育成人英語學習者自我調控學習與學習成效之間的關係，以提供成人英語學習者、大學校院外語推廣教育教學者、大學校院外語推廣教育機構及未來研究做為參考。
本研究採問卷調查法，並以便利取樣之方式，針對大臺北地區之大學校院外語推廣部英語相關課程之成人學習者進行問卷調查。本研究共發出350份問卷，有效樣本數共計330份（回收率94.28%）。本研究工具包含：「自我調控學習量表」、「學習成效量表」、「個人基本資料」等三部分，透過SPSS23.0統計軟體，以描述性統計、獨立樣本t檢定、ANOVA單因子變異數分析、皮爾森積差相關及多元迴歸分析等方法進行統計考驗，主要研究發現如下：
一、影響成人英語學習者自我調控學習的個人背景因素包含：年齡、職業、學習經驗。
二、影響成人英語學習者學習成效的個人背景因素包含：性別、教育程度、學習經驗。
三、成人英語學習者的自我調控學習與學習成效之間具有顯著正相關。
四、成人英語學習者的自我調控學習能有效預測學習成效，其中，以自我調控學習中的動機導向對學習成效最具有解釋力。
This study aims to explore self-regulated learning and learning achievement of adult English learners from university extension education in Taipei. A total of 330 adult English learners from university extension education participated in the study. Data was collected from three sources: a four-point Likert-type self-regulated learning questionnaire, a four-point Likert-type learning achievement questionnaire and personal profile. The data were analyzed by statistical methods including descriptive statistics, T-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. Statistical analysis yielded the following results: 1.Age, job, and learning experience were significantly related to self-regulated learning. 2.Gender, educational background, and learning experience were significantly related to learning achievement. 3.There is a positive relationship between self-regulated learning and learning achievement of adult English learners. 4.The learning achievement of adult English learners is able to be predicted by learning experience and self-regulated learning (orientation, strategies, and evaluation)；specifically, orientation in self-regulated learning is the best predictor of it. Based on the results, suggestions are provided for adult English learners, teacher, university extension education school, and future studies.
This study aims to explore self-regulated learning and learning achievement of adult English learners from university extension education in Taipei. A total of 330 adult English learners from university extension education participated in the study. Data was collected from three sources: a four-point Likert-type self-regulated learning questionnaire, a four-point Likert-type learning achievement questionnaire and personal profile. The data were analyzed by statistical methods including descriptive statistics, T-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. Statistical analysis yielded the following results: 1.Age, job, and learning experience were significantly related to self-regulated learning. 2.Gender, educational background, and learning experience were significantly related to learning achievement. 3.There is a positive relationship between self-regulated learning and learning achievement of adult English learners. 4.The learning achievement of adult English learners is able to be predicted by learning experience and self-regulated learning (orientation, strategies, and evaluation)；specifically, orientation in self-regulated learning is the best predictor of it. Based on the results, suggestions are provided for adult English learners, teacher, university extension education school, and future studies.
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大學校院外語推廣教育, 成人英語學習者, 自我調控學習, 學習成效, University extension education, Adult English learners, Self-regulated learning, Learning achievement