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    题名: 激勵學習的評量及英語榮譽學程的研究
    其它题名: Understanding learner self-assessment and self-feedback on their foreign language speaking performance
    作者: 黃淑真
    Huang, Shu-Chen
    贡献者: 外文中心
    关键词: 課室評量;回饋;英語榮譽學程;學程評鑑;classroom assessment;feedback;English Honors Program;program evaluation;self-assessment;self-feedback;foreign language speaking
    日期: 2015
    上传时间: 2017-07-17 16:33:01 (UTC+8)
    摘要: 本研究計畫在原計畫目標下共完成「激勵學習的評量」與「英語榮譽學程的研究」兩份學術論文，其中第一篇由計畫主持人以英文撰寫，題為 “Understanding learner self-assessment and self-feedback on their foreign language speaking performance”，投稿國際期刊Assessment and Evaluation in Higher Education (SSCI)，經修改已獲接受。第二篇由共同主持人暫以中文撰寫，題為「評鑑與教學之關聯 – 以政大外文中心英語文榮譽學程為例」，尚待發表。 第一篇論文Understanding learner self-assessment and self-feedback on their foreign language speaking performance以學生的自評回饋內容為標的，分析學生自評回饋的廣度、深度與不足之處，並據此對目前的評量回饋理論提出確認與質疑之處。研究者首先依形成性評量理論設計教學活動，讓大專生在練習英語口語能力後，參與原多由教師執行的評量活動，學生自我評量回饋的內容以Hattie and Timperley (2007) 的理論為架構進行檢視，從理論的三個回饋問題及四個回饋層次來分析學生自評回饋的能力。結果顯示大專學生在適切的導引下，其回饋內容豐富多元且對促進後續教學效能具有相當潛力。其針對自我學習反思的細膩度和完整性，為絕大多數的教師回饋所不能及，且其展現出的學生認知發展與不足處恰可引導教師後續教學，以更為符合學生所需。研究結果除了驗證大部分既有回饋理論的主張外，也發現過去視個人層次的回饋 (self-level feedback) 為有害學習的說法在本研究的資料中不成立，此點經推論可能與學習者的心智成熟度有關，是相關理論必須考慮調整的部分。然而截至自我回饋為止，學習迴路尚未完成，如何讓這些自我評量回饋後的發現促成更有效的學習，有待後續研究。 第二篇論文「評鑑與教學之關聯 – 以政大外文中心英語文榮譽學程為例」將政治大學外文中心推行多年的英語榮譽學程做了一個系統性的紀錄，並輔以相關評鑑理論文獻的討論及行政文件等。這類學程體檢的研究一般較少受到國內學者的重視，但其對學生的影響卻十分具體。政大外文中心多年來投入相當多的人力在英語榮譽學程的建立與執行，相關的經驗值得被記錄傳承，以供未來推廣類似學程的學校及教師參考。本文詳實地記錄此學程的緣由、沿革及其相關的背景因素，說明課程規劃的宗旨、實質課程內容及執行情形，並訪問相關教師對學成存續期間曾遭遇的困難、暫時停招的始末、及復招的考量與調整作出釐清，最後藉由行政單位做過的評鑑及相關文獻回顧進行整體施行的檢討，提出實際的建議。 Two manuscripts have been completed. The first paper examined the content of learner self-assessment and self-feedback, looking at its variety, richness, and inadequacy. Based on the results, the author confirmed as well as challenged professed premises of existing feedback theories. In the study, college-level EFL learners were guided to self-assess and self-feedback after considerable speaking practices. The content of their self-feedback was scrutinized against Hattie and Timperley’s (2007) feedback model, including on the three feedback questions and four feedback levels. Results indicated that learner self-feedback was multifaceted and its comprehensiveness was beyond the capacity of most teacher-made feedback. The learner self-feedback could thus serve as great materials for more focused follow-up teaching and learning. Although the data confirmed most parts of feedback theories, existing claims related to self-level feedback were not supported. Finally, possible explanations and future studies were suggested. The second paper systematically documented the evolution of the English Honors Program developed by the Foreign Language Center at National Chengchi University. Relevant program evaluation literature and administrative documents were reviewed. This kind of program, although not a mainstream concern in the fields of TESL/TEFL in Taiwan, has persistent pragmatic influence on learners. The Foreign Language Center has in the past years devoted much time and effort in establishing and maintaining the program. This experience was recorded for the reference of teachers/researchers who may be interested in running similar programs. The paper documented why and how the program was established, modified, and what contextual factors influenced these modifications. The objectives, contents, and administration of the program were also described based on interviews with relevant teachers. More specifically, there was a focus on problems encountered by the program, its temporary termination, its revival, and the underlying considerations. Finally, by way of literature and document review, practical suggestions were provided.
    關聯: 科技部
    102-2410-H-004-070
    数据类型: report
    显示于类别:[外文中心] 國科會研究計畫

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