學生第二語言學習之自我效能、自我效能來源、及學習概念探索性研究

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研究生：	莊世爵 Shih-Chyueh Chuang
論文名稱：	學生第二語言學習之自我效能、自我效能來源、及學習概念探索性研究 An Exploration on the Relationship among Learners’ Academic Self-efficacy, Sources of Self-efficacy, and Conceptions of Learning in Second Language Acquisition
指導教授：	蔡今中 Chin-Chung Tsai
口試委員:	邱國力 Guo-Li Chiou 梁至中 Jyh-Chong Liang 李旻憲 Min-Hsien Lee 許衷源 Chung-Yuan Hsu
學位類別：	博士 Doctor
系所名稱：	應用科技學院 - 應用科技研究所 Graduate Institute of Applied Science and Technology
論文出版年：	2015
畢業學年度：	103
語文別：	英文
論文頁數：	140
中文關鍵詞：	第二語言學習、自我效能、自我效能來源、學習概念
外文關鍵詞：	second language acquisition (SLA), self-efficacy, sources of self-efficacy, conceptions of learning
相關次數：	點閱：829 下載：3
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學習者的自我效能、自我效能來源、及學習概念已經在科學的學習領域被廣泛地討論。然而，關於學生第二語言學習的研究，這三個重要的學習要素卻長期地被忽略。因此，本論文針對第二語言學習的自我效能、自我效能來源、和學習概念關係進行探索性的研究。
探索性因素分析結果顯示，本研究所發展的問卷具備信度及效度，足以探得學習者對於第二語言學習的自我效能、第二語言學習的自我效能來源、和第二語言學習的學習概念。此外，與之前的相關研究結果一致，本研究再次證實了由Bandura於1986年及1997年所提出的自我效能來源理論。
本研究發現親歷的成敗經驗和言語說服在學習者第二語言學習的自我效能形成過程中，扮演了最直接且最重要的角色。相對而言，替代性經驗則可能透過學生較為高階學習概念的中介變項影響，間接地影響了學習者第二語言學習的自我效能。最後，本研究發現負面的情緒與生理的影響（例如：焦慮感），不但可能會降低學習者第二外國語學習的自我效能認知，亦會導致學習者較為低階的第二語言學習概念。

In recent years, most research has suggested that academic self-efficacy, sources of self-efficacy, and conceptions of learning have influenced students’ science learning. However, relatively few studies have focused on the relationship among the three constructs in the field of second language acquisition (SLA). Therefore, three surveys were developed in the current investigation for the purpose of specifically examining the interplay among the three variables.
Based on the exploratory factor analysis, three surveys were considered valid and reliable. Moreover, consistent with findings revealed in science-related studies, the four sources of self-efficacy hypothesized by Bandura (1986, 1997) were confirmed by the present research. Besides, it was suggested that mastery experience played the most important part in the promotion of students’ academic SLA self-efficacy, while vicarious experience might indirectly have influence on students’ academic SLA self-efficacy with the mediation effect of students’ conceptions of learning in SLA. Finally, anxiety was found to not only diminish learners’ academic SLA self-efficacy but also contribute to their lower-level conceptions of learning.

TABLE OF CONTENTS
CHAPTER I: INTRODUCTION	1
CHAPTER II: LITERATURE REVIEW     6
II.1. Conceptualization of learners’ self-efficacy	8
II.2. Soureces of self-efficacy	10
II.2.1. Enactive mastery experience	10
II.2.2. Vicarious experience	11
II.2.3. Verbal persuasion	11
II.2.4. Psychological and affective states	12
II.3. Educational implications for leaners’ self-efficacy	13
II.3.1. Research on self-efficacy in language learning	14
II.3.2. Research on self-efficacy in SLA	15
II.3.3. Research on sources of self-efficacy in language learning	21
II.3.4. Research on sources of self-efficacy in SLA	23
II.4. Defining learners’ conceptions of learning	23
II.4.1. Features on learners’ conceptions of learning	25
II.4.2. Educational implications for learners’ conceptions of learning	27
II.4.3. Research on conceptions of learning in language learning	28
II.4.4. Research on Conceptions of Learning in SLA	30
II.5. Relationship among leaners’ sources of self-efficacy, self-efficacy, and conceptions of leaning	33
II.6. SLA in the Internet-based learning environment	35
II.7. Purpose of research	37

CHAPTER III: METHODOLOGY	40
III.1. Research context	40
III.2. Samples	41
III.3. Instruments	41
III.3.1. Learners’ academic SLA self-efficacy survey	41
III.3.2. Learners’ sources of SLA self-efficacy survey	42
III.3.3. Learners’ conceptions of learning in SLA survey	43
III.4. Data analysis	46
CHAPTER IV: RESULTS	48
IV.1. Exploratory factor analysis of the sources of SLA self-efficacy survey	48
IV.2. Exploratory factor analysis of the conceptions of learning in SLA survey	51
IV.3. Exploratory factor analysis of the academic SLA self-efficacy survey	53
IV.4. The correlations among factors of three surveys	54
IV.5. Comparisons between YouTube learners and non-YouTube learners	57
IV.6. Path analysis results	59
CHAPTER V: DISCUSSION	65
V.1. Instruments	66
V.1.1. Instruments assessing learners’ sources of SLA self-efficacy	66
V.1.2. Instruments assessing learners’ conceptions of learning in SLA	69
V.1.3. Instruments assessing learners’ academic SLA self-efficacy	73
V.2. Relationship among factors of the three surveys	75
V.3. Differences between YouTube learners and Non-YouTube learners	78
V.4. Path analysis	80
V.4.1. Relationship between learners’ sources of SLA self-efficacy and conceptions of learning in SLA	81
V.4.2. Relationship between academic SLA self-efficacy and conceptions of learning in SLA	84
V.4.3. Relationship between learners’ sources of SLA self-efficacy and academic SLA self-efficacy	86
CHAPTER VI: CONCLUSION AND IMPLICATION	92
VI.1. Overview	92
VI.2. Implication to academic research	98
VI.3. Implication to application in learning and instruction	100
VI.4. Limitation of the study	102
APPENDIX	105
Appendix A: Sources of SLA self-efficacy survey (English version)	105
Appendix B: Conceptions of learning in SLA survey (English version)	108
Appendix C: Academic SLA self-efficacy survey (English version)	112
Appendix D: 英文學習自我效能來源問卷 (中文版)	113
Appendix E: 英文學習概念問卷 (中文版)	115
Appendix F: 英文學習自我效能問卷 (中文版)	117
REFERENCE	119



 
LIST OF TABLES
Table 1 Rotated factor loadings, mean values, standard deviation values and Cronbach’s alpha values for the six factors of SLA self-efficacy sources	50
Table 2 Rotated factor loadings, mean values, standard deviation values and Cronbach’s alpha values for the seven factors of the conceptions of learning in SLA survey	52
Table 3 Rotated factor loadings, mean values, standard deviation values and Cronbach’s alpha values for SLA academic self-efficacy	53
Table 4 The correlations among the subscales	57
Table 5 Comparisons between learners with YouTube learning experience and without YouTube learning experience among factors of three surveys	59
Table 6 Regression model of predicting students’ conceptions and academic self-efficacy	61




 
LIST OF FIGURES
Figure 1 Structure of the literature review	7
Figure 2 Structure of the review on self-efficacy in SLA	17
Figure 3 The hypothetical model of structure relations among students’ academic SLA self-efficacy, sources of SLA self-efficacy, and their conceptions of learning in SLA.	39
Figure 4 The hypothetical model of relations among students’ academic SLA self-efficacy, sources of SLA self-efficacy, and their conceptions of learning in SLA	47
Figure 5 The final model of path analysis among sources of SLA self-efficacy, conceptions of leaning in SLA, and academic SLA self-efficacy. The dotted lines represent negative relationships and the solid lines illustrate the positive relationships between the constructs.	64

                                

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