| 1 |
臺灣大學生閱讀與應試策略運用研究 ; A Study of Reading & Test-Taking Strategy Use Adopted by College Students in Taiwan
|
|
|
|
Abstract:
在競爭激烈的社會中英語能力測驗已成為臺灣大學生生存的重要工具。這些測試通常用來評估臺灣大學生的英語能力，作為畢業門檻、未來升學進修或是選才的依據。因此，如何在英語能力測驗中取得好成績是學生和教師都必須面對的一個主要議題。本研究目的是探討臺灣大學生於多益考試中所使用之閱讀策略和應試策略。主要工具包含問卷調查和訪談。問卷調查改編自Hsu (2008) 和Oxford (1990) 的研究問卷，共計50題的閱讀和應試策略題目。本研究在臺灣南部的一所大學招募了213名參與者。共有六名學生接受訪談。根據參與者的多益考試成績，分為兩個英語等級：高英語能力和低英語能力。採用獨立樣本T檢定方法來分析不同英語能力的參與者在閱讀和應試策略的使用上是否有差異。主要有三個發現: 1) 最常使用的應試策略是計畫策略的後設認知策略，最不常使用的是識別和使用公式和模式的認知策略; 2) 最常使用的閱讀策略是重複策略的認知策略，最不常使用的是自我評估策略的後設認知策略; 和3) 不同能力的學生選擇不同的閱讀和應試策略。此研究進一步提供對未來教學影響和建議。 ; English proficiency tests have become a powerful tool for college students to survive in highly competitive societies such as Taiwan. These tests are often utilized to evaluate their English abilities as the benchmark for graduation, admission for further education, or for job selection. How to do well on English proficiency tests, therefore, is a major issue with which both students and teachers must contend. The purpose of this study was to explore Taiwan college students’ reading strategies and test-taking strategies on the TOEIC exam. The main instruments were survey questionnaires and interviews. The questionnaire, which comprised 50 items on reading and test-taking strategies, was adapted from the studies of Hsu (2008), and Oxford (1990). The study recruited 213 participants in one university in southern Taiwan. A total of six students were interviewed. The participants were divided into two English proficiency levels: high, and low, based on their TOEIC test scores. Independent Sample t-test was utilized to analyze whether there are differences in the use of reading and test-taking strategies between the participants with different English proficiency levels. Three major findings were discovered: 1) the most often used test-taking strategies were the metacognitive strategies of planning, and the least often used were the cognitive strategies of recognizing and using formulas and patterns; 2) the most often used reading strategies were the cognitive strategies of repeating, and the least often used were the metacognitive strategies of self-evaluating; and 3) students with different abilities choose different reading and test-taking strategies. Pedagogical implications and suggestions were further provided to conclude the study.
|
|
Keyword:
language learning strategies;reading strategies;test-taking strategies;TOEIC (Test of English for International Communication); 語言學習策略;閱讀策略;應試策略;多益(國際溝通英語測驗)
|
|
URL: http://140.127.82.166/handle/987654321/19607
http://140.127.82.166/bitstream/987654321/19607/1/106NPTU0741004-001.pdf
|
|
BASE
|
|
Hide details
|
|
|
|
|
