高中生之英語聽力焦慮感研究:以認知學徒制為教學設計模式

Abstract

本研究探討以認知學徒制為教學設計模式，融入平板電腦與網路資源所進行的高中英語聽力課程，旨在探討其對高中生英語聽力焦慮感之影響。本研究採個案研究法，以北區某私立女子高中三年級學生123人為研究對象。研究方法包括問卷調查法、訪談法、文件分析法；資料分析採質性分析為主，量化分析為輔。研究發現包括（1）以認知學徒制的教學設計模式對降低高中生英語聽力焦慮感是具有成效（2）以平板電腦與網路資源擔任認知學徒制教學的「師傅」角色，所進行英語聽力課程，能提昇高中生英語聽力學習興趣與課程參與感（3）以認知學徒制為教學設計模式，對英語聽力焦慮感的自我預期負向表現與逃避行為層面，影響較為顯著，但對自我和社會比較層面影響較小。依據研究結果，預期分別對學校行政當局及國中、高中英文教師或未來將擔任英文教學者，本研究能提供些許建議。

The purpose of this research is to study and analyze senior high school students’ English listening anxiety based on the Cognitive Apprenticeship Model, integrating tablet computers into pedagogical content. By using the case study, the study adopts qualitative research approaches and quantitative methods. The results of this research are listed as follows. 1. The instructional design based on the Cognitive Apprenticeship Model can effectively reduce senior high school students' English listening anxiety. 2. Using tablet computers with the Internet resource as the “Master” in the Cognitive Apprenticeship Model can significantly promote students’ learning motivations and participation in English listening classes. 3. The instructional design based on the Cognitive Apprenticeship Model remarkably reduces students' English listening anxiety in negative performance expectancies and avoidance behaviors, but not in social comparisons.