學習日誌與口語自我調節能力之初探研究

Learning Logs and Self-Regulatory Oral Capacity: A Preliminary Study

語言學習者在高等教育的階段，通常會被給予相對較多的自由和權力來掌握自己的學習歷程。對於這樣的學習者而言，要成為成功使用外語的學習者，自我調節是一個相當重要的角色，因為能夠自我調節的學習者，被相信有能力能夠掌控、組織學習過程，並能夠負起學習的責任。至今鮮少有研究致力於經由實驗介入來提升學生的自我調節能力，因此本初探研究採混和方法研究，主要為探討大學英文課程中，使用學習日誌來準備口說面試測驗的狀況。本研究目的在了解學習日誌對於學生(N=23)自我調節能力的效果，以及他們對於此實驗介入的看法。此研究採用單組前後測量設計，搭配半結構式訪談。結果顯示即使學習日誌並未正面影響他們的自我調節能力，參與者對於學習日誌的信念和看法展現在他們的書面及訪談回應中，將是理論與教學上能夠成功使用學習日誌的參考。

Language learners in higher education are granted relatively more power and freedom to take charge of their own learning. For such learners to be successful users of foreign languages, self-regulation plays a pivotal role, as self-regulated learners are believed to be able to manage, organize, and take responsibility for their own learning processes. Since there has been little research dedicated to boosting EFL learners' self-regulation through some form of intervention to date, this mixed-method preliminary study focuses on the use of learning logs in a university English course in preparation for an oral interview at the end of the treatment. The researcher aimed to investigate the effect of learning logs on students' (N= 23) self-regulatory capacity and their perceptions towards the intervention. Both a one-group pretest-posttest design with survey questionnaires and semi-structured interviews were used. Results show that although learning logs did not positively affect their self-regulatory capacity, participant responses revealed their beliefs and perceptions towards learning logs, which provided theoretical as well as pedagogical implications for future successful use of learning logs.