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| 題名: | 探討融合聽力策略教學及聽力日誌對台灣高中生的英語聽力、後設認知覺察之研究
Exploring the Effect of Strategy-Based Instruction and Listening Journals on Taiwanese High School Students’ English Listening Comprehension and Metacognitive Awareness |
| 作者: | 劉彥岑
Liu, Yen-Tsen |
| 貢獻者: | 許麗媛
Hsu, Li-Yuan
劉彥岑
Liu, Yen-Tsen |
| 關鍵詞: | 策略導向教學
第二語言聽力
聽力日誌
後設認知覺察
Strategy-based instruction
L2 listening
Listening journals
Metacognitive awareness |
| 日期: | 2025 |
| 上傳時間: | 2025-08-04 15:38:28 (UTC+8) |
| 摘要: | 策略導向教學日益受到重視，聽力日誌在英語教學中的應用亦顯示出諸多成效，然而，結合此二者對英語聽力理解與後設認知影響之研究仍屬有限，因此本研究旨在探討策略教學與聽力日誌結合運用，對臺灣高中生英語聽力理解及後設認知覺察的影響，並進一步分析學生對此教學模式之觀感與接受度。
本研究採混合式研究法，進行為期六週的教學，研究對象為臺灣北部某 公立高職之 29位學生。資料蒐集涵蓋問卷調查、標準化英語聽力測驗、聽力日 誌內容分析，以及焦點團體訪談。研究結果雖未顯示聽力測驗成績有顯著提 升，然根據《後設認知聽力覺察問卷》之測量，參與者在整體後設認知覺察表 現上有顯著進步，尤以「問題解決」、「規劃與評估」以及「有意識注意」等 層面最為明顯。此外，受試學生普遍對於每週撰寫聽力學習日誌並納入學習歷 程檔案之作法持面態度，並認為策略導向教學與歷程檔案結合有助於強化未 來升學準備與學習歷程的呈現。研究結果亦提供對於臺灣英語聽力教學實務應 用之教學啟示與建議。
Despite the increasing recognition of strategy-based instruction and the benefits of integrating listening journals into English language teaching, limited research had explored their combined impact on second language (L2) listening and metacognition. To address this gap, this study investigated the effects of strategy instruction and listening journals on Taiwanese senior high school students’ English listening comprehension and metacognitive awareness. It also examined students’ perceptions of this combination. Using a case study within a mixed-methods design, the research involved 29 students from a public vocational school in northern Taiwan over a six- week instructional period. Data collection included questionnaires, standardized listening tests, students’ feedback from the weekly listening journals, and focus-group interviews. Although the study did not find significant improvements in listening scores, participants showed a significant increase in their metacognitive awareness, particularly in Problem Solving, Planning and Evaluation, and Directed Attention, as measured by the Metacognitive Awareness Listening Questionnaire (MALQ). Additionally, students responded positively to incorporating weekly listening journals into their learning portfolios and viewed the combination of strategy-based instruction and listening journals as beneficial for future college applications. The study also provided pedagogical insights for enhancing L2 listening instruction in Taiwan. |
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| 描述: | 碩士
國立政治大學
英國語文學系
111551019 |
| 資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0111551019 |
| 資料類型: | thesis |
| 顯示於類別: | [英國語文學系] 學位論文
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