曾文鐽 博士Dr. Wen-Ta Tseng劉翰庭Han-Ting Liu2019-09-032010-7-12019-09-032009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0695210307%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97737研究顯示學生的自律能力(self-regulatory capacity)能引導其掌握自己的學習, 因此有關自律能力的探討儼然成為當今教育界的一熱門話題。本研究旨在建立一能測量學生在英語學習中自律能力的量表, 並依此量表結果提供教學上的應用。此外, 本研究亦欲探究學生的在英語學習中的自律能力以及其性別(gender), 年級(grade-level) , 期望價值動機程度(expectancy-value motivational strength), 和自覺英語能力(self-perceived English proficiency)之間的因果關係。 　　本研究之初先行建立英語學習自律能力量表(SRClang)之題庫, 並邀請一百十九位高一學生參與預試。初步研究結果顯示自律能力在英語學習的領域中是為單一面向。 在主要研究的問卷中, 除了修正過的英語學習自律能力量表外, 並包括受試者的背景資料及期望價值動機量表, 研究對象為五百二十八位高一及高二的學生。 因素分析(factor analysis)的結果顯示修正過的英語學習自律能力量表具有相當的穩定性, 且再次確認預試時顯示自律能力在英語學習中為單一面向的結果。依此可推論, 在英語學習中, 主要操控學生自律能力的因子即為意志力(volition)。多元迴歸分析法(multiple regression)印證了學生的自律能力可正向地預測學生自覺英語能力, 也就是英語學習自律能力越高的學生, 越覺得自己的英語能力較好。三因子多變量變異數分析(3-way MANOVA)顯示, 學生的性別, 年級, 和期望價值動機程度對於自覺英語能力有顯著的主要效果, 而對於英語學習自律能力有顯著的交互效果。 　　本研究期望隨著英語學習自律能力量表的建立, 以及因果關係探究之結果, 能幫助英語教師釐清如何幫助學生主控其學習表現, 而最終能夠使學生掌控自己的學習過程。Self-regulation has become a widely-discussed subject in education for it facilitates learners’ ability to master their own learning. The study aims to develop a solid measurement scale for learners’ self-regulatory capacity in English language learning in order to investigate each individual learner’s self-regulatory capacity for pedagogical application; and to further explore the causal-effect relationships of learners’ self-regulatory capacity with gender, grade-level, expectancy-value motivational strength, and self-perceived English proficiency. An item pool for the self-regulatory capacity in English learning scale (SRClang) was first developed, and 179 first-year high school students participated in the pilot study. The result of the pilot study showed that the construct of self-regulation in English language learning appeared to be unidimensional. The questionnaire adopted in the formal study included the participants’ background information, the revised SRClang scale, and the choice motivation measure. A total of 528 first-year and second-year high school students were recruited in the formal study. Factor analysis was adopted to explore the underlying traits of self-regulation in English learning; multiple regression was operated to investigate the predictability of self-regulation in self-perceived language proficiency; and a 3-way MANOVA was computed to inspect the causal-effect relationships among gender, grade-level, motivational strength, self-perceived language proficiency, and self-regulation. The findings suggest that the underlying construct of self-regulation in English learning is unidimensional, which confirmed the result of the pilot study. The decisive factor of human’s volition solely commands his self-regulatory capacity in the domain of second language learning. Learners’ self-regulation was proven to positively predict their self-perceived language proficiency. Furthermore, all gender, grade-level, and motivational strength showed significant main effect with self-perceived language proficiency, and significant interaction effect with self-regulation. With the development of the SRClang scale and the findings of the causal-effect studies, it is hoped that EFL teachers can have a clearer view on how to aid the learners to empower their learning performance, and eventually master their own learning.英語學習自律能力量表建立因果關係探究English learningself-regulatory capacityscale developmentcausal-effect relationship studies