The Study of English Interest, Achievement and Learning Strategies in Senior High

• Main Authors: Wen-chieh Chen, 陳玟潔
• Other Authors: Kun-chung Li
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/72780494590026548699

碩士 === 國立成功大學 === 教育研究所 === 97 === The purposes of the present study are to: (1) understand the learning strategies use situation of senior high students who are devieded into high and low English achievement groups. (2) explore which learning strategies the senior high students of high and low interest prefer. (3) compare the situations of using learning strategies based on different levels of both English achievement and interest, including HAHI, HALI, LAHI and LALI. (4) analysize whether each learning strategy, the mediator, carries the influence of English interest to achievement. (5) testify if the learning strategies mediate English achievement (independent variable) and interest (dependent vatiable). The pilot study was practiced with 307 subjects to procceed Exploratory Factor Analysis and reliability of self-made English Interest Scale. Following that, 1312 southern Taiwan senior high students were asked to complete English Interest Scale and SILL, by which the study explored the use situation and mediation of English interest, achievement and learning strategies. Besides, the grades of the English middle exam of the first semester of 2009 academic year were used to be the achievement level. Based on the data above, the study adopted MANOVA and linear regression analysis to test the hypotheses. The results were described as following: (1) Stuents of high English achievement have more frequency of using each learning strategies than those of low one. (2) Students of high Interest have more frequency of using each learning strategies than those of low one. (3) For HAHI, HALI, LAHI and LALI, HAHI’s using frequency of each learning strategies is higher than HALI and LALI’s; LAHI’s is higher than HALI’s and LALI’s. HAHI’s and LAHI’s have no difference in memory strategy, competentary strategy, affective strategy and social strategy. (4) English learning strategy is the mediator of interest to achievement. (5) English learning strategy is also the mediator of achievement to interest.