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NCUEIR > Publication > 文學院學報 > issue 5 >  Item 987654321/14471

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14471

Title: The Effect of Specific Goals on EFL Students’ Self-efficacy and Performance of Vocabulary Learning
設定明確目標對英語為外語學生單字學習的自我效能和成就表現之影響
Authors: Chang, Shan-Mao
Contributors: 英語學系
Keywords: Specific goals;Self-efficiancy of vocabulary learning;Performance of vocabulary learning
明確目標;單字學習自我效能;單字學習成就表現
Date: 2012-03
Issue Date: 2012-11-22T04:33:02Z
Publisher: 彰化師範大學文學院
Abstract: The purpose of the present study was two-fold. First, it investigated the relative
effects of the specific goal and the vague goal on EFL students’ self-efficacy and
performance of vocabulary learning. Second, it aimed to obtain in-depth understandings
of the teacher’s and the students’ perceptions about the goal setting in the study. One
hundred and two junior high school students and their English teacher participated in the
study. The students were divided into two different groups, i.e., specific goal group
(experimental group) and vague goal group (control group). Both groups were instructed
25 new vocabulary words by the same EFL teacher. Prior to the instruction, all
participants were informed that a test on the 25 vocabulary words would be given three
days after the instruction. Meanwhile, each student in the experimental group was
assigned an individual goal regarding the test by the teacher. The students of the control
group were told to “do your best” and “work hard” for the test as their goal.
Both quantitative and qualitative methods were used. Student self-efficacy
questionnaire responses and the vocabulary test scores of these two groups were
compared at the end of the experiment. The t-test results showed that the experimental
group outperformed the control goal group in both the vocabulary test and self-efficacy
scores, which suggested that setting specific goals was more effective in enhancing
students' self-efficacy and performance. In addition to the quantitative analysis,
qualitative techniques such as student journals and the teacher interview were employed
to obtain in-depth understandings about the students’ and teacher’s perceptions of the
goal setting in this study. It was found that students and the teacher both perceived setting
specific goals as an effective way to enhance learning motivation and self-efficacy.
本研究的目的之一在於探討明確目標和模糊目標,對於英語為外語國中學生學
習單字方面,自我效能和成就表現方面所產生的影響;另一目的為深入了解師生對
於本次目標設定的想法。本研究樣本為一百零二位國中學生和一位英語教師。學生
依照研究目的分為二組:明確目標組(實驗組)和模糊目標組(對照組)。二組學生
皆接受相同單字課程教學,由該教師進行教學,學習廿五個單字。教學開始時,教
師告知所有學生,單字課程結束後三天,將實施以該廿五個單字為範圍的測驗;同
時,教師針對實驗組每位學生根據其能力分別賦予一個明確目標,而對照組學生則
以「盡全力」和「努力用功」準備考試作為該目標。本研究採用量性和質性研究法。
在量性方面:學生的自我效能問卷反應和單字學習成就表現,在實驗結束後進行比
較,統計結果顯示,實驗組在自我效能和成就表現優於對照組學生;此乃意味適切
目標能有效提升學生學習動機、自我效能,和成就表現。在質性方面:本研究使用
學生學習日誌以及和教師訪談等技巧,以求深入了解師生對於本次目標設定的想
法。結果發現,師生雙方都肯定適切的目標設定能有效提升學習動機、成就和自我
效能。
Relation: 彰化師範大學文學院學報, 5: 53-74
Appears in Collections:[文學院學報] issue 5

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