| Summary: | 博士 === 國立臺灣師範大學 === 教育心理與輔導研究所 === 90 === The purposes of this study were: (1) to verify the goodness of fit between empirically observed data and English Learning Process Model proposed by the author; (2) to investigate students’ errors in learning English with the use of qualitative analysis, and further to explore the ways how different students construct English concepts; (3) to design a teaching program based on "theme-constructive language learning strategies" (4) to examine the effects of the "theme-constructive language learning strategies" teaching program developed by the author; (5) to analyze the learning process of the students with the use of qualitative analysis and portfolio process assessment.
In order to accomplish these purposes, the whole study was divided into three parts. In Study I the researcher proposed an English Learning Process Model which included the components of affective reaction, action control, metacognition, and learning performance and verified the goodness of fit of the English Learning Process Model. The participants were 449 eighth-grade students from nine junior high schools in northern, central, and southern Taiwan. The instruments employed in this study include: Affective Reaction Inventory, Action Control Inventory, Metacognition Inventory, and English Achievement Test. Except the Chi square test that was easily influenced by the sample size, the results indicated that the English Learning Process Model fitted the observed data well in preliminary, overall, and internal structure model fit criteria.
In Study II, the researcher first investigated students’ errors in learning English with the use of qualitative analysis involving thinking-aloud and thinking-by-questioning methods. The participants were 15 eighth-grade students from three groups with high, middle, and low ability in English. The results indicated that mother language played a key role in students’ English learning process and their errors could be classified into two patterns: cross-language errors (interference, neglecting of the rules) and universal errors (overgeneralization, overuse). Then, according to the results of Study I and error analysis, the researcher designed a teaching program of theme-constructive language learning strategies and examined the effects of the program. The participants were 147 eight-grade students belonging to experimental group (A, B) and control group (A, B). The instruments employed in Study II include: Affective Reaction Inventory, Action Control Inventory, Metacognition Inventory, English Achievement Tests (Pretest and Protest). The data thus obtained were analyzed by three-way mixed-design ANOVA. The results of Study II were presented as follows:
1. "The Teaching Program of Theme-Constructive Language Learning Strategies" could help the experimental group maintain their performance in affective reaction(value, expectation, and achievement motivation ), action control(cognitive control and others control), metacognition(self-monitoring, self- evaluating, self-modification, and strategizing ), and English learning performance(reading, writing, and speaking). But the performance of the control group in these inventories and tests were declining.
2. The performance of the students in high-ability group (A) and low-ability (B) group was on the decline from the listening pretest to listening protest.
3. The oral performance of the low-ability students in experimental group was better than their counterparts in control group.
In Study III the researcher analyzed students’ learning process in English more deeply with the use of qualitative analysis and portfolio process assessment. The participants were 72 eight-grade students from experimental group (A, B). The data collected were analyzed from five aspects: affective reaction, action control, metacognition, learning performance, and case developmental process. The results indicated that after the teaching, the students in experimental group A could use the strategies to retain their learning intentions and be active to monitor, evaluate, and modify their English learning. The students in experimental group B were gradually interested in learning English. They were aware of their learning and tried to concentrate themselves, and then used the strategies to help them evaluate and modify what they learned. In short, from the analysis of students’ English learning process, the students in experimental group (A, B) became more confident and willing to learn English after the teaching program of theme-constructive language learning strategies.
To conclude, the results of Study I, II, and III support the effects of the "English Learning Process Model" proposed. Based on the results of the study, the researcher also provided a discussion in which some recommendations have been made regarding instructional assistance and future studies.
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