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Title:	英語學習者於課堂外自主網衝之能動性: 學習者個人與他者之差異 EFL Learner Agency in Out-of-class Free Voluntary Surfing: Inter-and-intra Individual Variability
Authors:	王費瑜 Wang, Fei-yu
Contributors:	李思穎尤雪瑛 Sy-ying Lee Hsueh-ying Yu 王費瑜 Fei-yu Wang
Keywords:	課堂外線上學習自主網衝英語為外語的學習者之能動性複雜動態系統理論架構學習軌跡 Out-of-class Online Learning Free Voluntary Surfing EFL learner agency Complex Dynamic Systems Theory Trajectory
Date:	2020
Issue Date:	2020-09-02 11:33:38 (UTC+8)
Abstract:	隨著現代科技日新月異，課堂外的網路學習儼然成為電腦輔助教學領域的重要流派。同時，學習者能動性的重要性近年已獲得第二語言習得研究者的關注，鑑於此兩新興學術範疇所存在的潛在關聯，這篇貫時性的質性研究旨在探究以英語為外語的學習者於課堂外自主網衝的能動性。此研究主要基於兩項前提：（一）語言學習者針對其學習目標為具有學習意圖、意志力和能力的施為者；（二）學習者之能動性並非靜態結果，而是該施為者與其環境互動的動態結果之呈現。此研究包含兩個目的：（一）深入探究個別學習者內部與外部影響其學習能動性的因素；（二）記載個別學習者進行課外自主網衝的學習軌跡，以檢視外語學習者個人與他者學習能動性之差異。有鑒於外語學習乃非線性之發展，本研究借用複雜動態系統理論架構來呈現課室外參與自主網衝的外語學習者之複雜樣貌。由於複雜動態系統理論架構著重於時間對語言學習所造成的重要影響，因此此質性研究亦關注學習者過往之學習經驗、當下的參與以及其努力參與課室外非正式之數位學習後所帶來的改變，以提供研究者對於其研究議題有更深入之理解。本研究運用情境分析作為分析工具，並採用多種資料來源以提高此質性研究之可信任度。分析結果所呈現的三個地圖源自於各式資料，包含問卷、半結構式訪談、臉書貼文和研究者的反思日誌。研究結果呈現外語學習者於課室外進行自主網衝時所遇到各層面的影響以及學習者能動性的學習軌跡。本研究顯示不同程度的外語學習者能動性源於個人之自我組織與和環境之共同適應之結果。此外，隨著兩位施為者於課室外的努力，個別學習軌跡呈現了兩位外語學習者（施為者）之初期學習狀況、參與和改變。本研究除了記載了個別外語學習者在其能動性中所展現的個體性與特殊性，個別學習軌亦突顯了包括動機中的興趣、後設認知中的省思、社群中能力較佳的學習者之支持、以及環境脈絡中如網路的支持等不同面向的賦能因素。除此之外，本研究發現學校功課和考試限縮了外語學習者於課室外進行自發性線上學習之能動性。此一發現可視為課堂內學習對於外語學習者於進行課室外自主線上學習之負面影響。透過複雜動態系統理論的濾鏡探討外語學習者於課室外的自主網衝之能動性，捕捉了課室外自主線上學習之複雜與多變。學習者之個別學習軌跡的呈現顯示課室外自主網衝能使英語學習更具意義、更具個別關聯、並且有更愉悅的學習經驗，尤其對於非英語系學生而言。 With the prevalence and convenience of modern technology, out-of-class online learning has become an important line of inquiry in the field of CALL. Also, the significance of learner agency has raised researchers` attention in the field of SLA. This longitudinal study was set to probe two EFL learners` learner agency in the practice of out-of-class Free Voluntary Surfing with the awareness of the potential link between the two burgeoning academic areas. The exploration of the overarching construct in the naturalistic learning outside the classroom is under the two premises. First of all, learners are agents who have intent, will, and capacity to achieve desired or intended learning goals. Second, learner agency is not a static construct but a dynamic interplay between the agent and the embedded context. Therefore, the purpose of this study is twofold: (a) it delves into the individual (i.e., internal) and contextual (i.e., external) factors impacting learner agency and (b) it documents the individual trajectory of out-of-class Free Voluntary Surfing to uncover their intra-and-inter variability in learner agency. Underpinning this qualitative inquiry by the non-linear thinking, the theoretical framework of Complexity Dynamic Systems Theory was borrowed to capture the complexity and dynamism behind the agentive learning behavior in out-of-class FVS. The holistic view deriving from the theoretical lens of Complex Dynamic Systems Theory has included the past-present-and-future perspective in this qualitative research. This historical-and-processual examination of EFL learner agency has taken the impact of the factor of time—the past learning experience, and present engagement, and changes after pouring the strenuous efforts in out-of-class informal digital learning—into consideration that provides the researcher a better understanding of the inquiry under examination. This study has adopted situational analysis for the exploration of research inquiries. Employing situational analysis as the analytical tool in this study, the three maps (relational map, social arenas map, and positional map) engendered from the multiple data sources, including questionnaires, semi-structured interviews, Facebook postings, and the researcher’s reflectional journals, uncover the influential factors and the trajectory of learner agency in the self-initiated and self-directed practice of out-of-class FVS. With the revelation of the two sub-systems of individual and contextual factors empowering or constraining the two participants’ agentive learning behaviors in out-of-class informal online learning, the findings showcase that the various levels of EFL learner agency have resulted from the individual learners’ self-organization of and co-adaptation to the emergent factors in the process. The emergence of the individual trajectories features the initial learning conditions, engagement, and changes along with the strenuous efforts the two agents pouring in the practice outside the language classroom. Further, while the study has documented the individuality and particularity of individual EFL learner agency, the qualitative inquiry has foregrounded the enablement of the different aspects—motivational, metacognitive, social, and contextual empowering language learners’ agentive behavior, including interest, reflection, the support from a more able member in the community, and the affordances of the Internet. On the other hand, with regard to the mutual influence of formal learning in out-of-class informal online learning, the study has captured the negative force of schoolwork and tests that constrain EFL learner agency in the self-initiated online learning outside the classroom. Situating EFL learner agency in out-of-class Free Voluntary Surfing in the theoretical lens of Complex Dynamic Systems Theory, the findings bring to fore the relational and emergent nature of the overarching construct in informal online learning outside the language classroom. The unveiling of the individual trajectory of learner agency further supports the potential of out-of-class Free Voluntary Surfing in making EFL learning more meaningful, relevant, and pleasant, particularly among non-English majors.
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Description:	博士國立政治大學英國語文學系 100551505
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0100551505
Data Type:	thesis
DOI:	10.6814/NCCU202001528
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