自我效能感、溝通意願及英語口語能力相關研究

Investigation of the Relationships among Self-efficacy, Willingness to Communicate and English Speaking Skills

This paper investigates the effects of self-efficacy and willingness to communicate on English speaking skills in a Japanese university Media English course. Social cognitive theory (Bandura, 1986), as well as studies in educational psychology (Pajeres & Schunk, 2001; Schunk & Hansen, 1985), have suggested that self-efficacy, i.e., learners' judgments about their abilities to successfully complete a specific task (Paulsen & Gentry, 1995; Schunk, 1996), has a direct impact on academic performance. However, studies of foreign language learning have been limited with respect to self-efficacy. In addition, studies in second language acquisition (Hashimoto, 2002; Matsuoka, 2006) indicate that L2 confidence or self-efficacy influences WTC, which in turn predicts English proficiency. Based on these empirical results, a model in which self-efficacy influences WTC and L2 speaking skill development was hypothesized and tested statistically. The investigation was conducted with 285 second-year English majors and the data were collected using two different questionnaires and an in-house proficiency test. Results indicated that self-efficacy predicted L2 speaking skills and influenced willingness to communicate, which in turn, predicted L2 speaking skills as well. Thus, the hypothesized model was supported.本研究主旨為調查日本大學媒體英文課學生「自我效能感」及「溝通意願」是否影響其英語口語技能。社會認知理論（Bandura，1986）及教育心理學研究（Pajeres＆Schunk，2001；Schunk＆Hansen，1985）皆提出「自我效能感」（亦即，學習者對自己能否完成某一活動的能力判斷）對課業表現有直接的影響。然而，「自我效能感」和外語學習相關研究並不多。第二語言習得研究（Hashimoto，2002；Matsuoka，2006）發現，外語「自信程度」及「自我效能感」會影響溝通意願，溝通意願高低並可推測學生的英語能力。根據過去研究成果，本研究提出了一套理論假說模式並進行統計驗證：「自我效能感」會影響溝通意願及外語口語技能。本研究調查對象為二百八十五位日本英語系大二學生。資料蒐集方法包括兩份問卷及英語能力測驗。研究發現「自我效能感」和「溝通意願」相關，此兩者皆可預測英語口語技能。本研究結果支持研究假說。