CLIL 教學對高中學生學習動機之研究

A Study of CLIL Instruction on Motivation to Learn of Senior High School Students

為瞭解我國於2020年提出的《2030雙語國家政策》之「推動高中以下學校運用英語進行多領域教學」之策略實施情形。本研究旨在探討「學科內容與語言整合學習」（content and language integrated learning）CLIL教學之高中學生學習動機，一方面瞭解高中學生學習動機的現況，另一方面在於分析不同背景變項的高中學生在CLIL教學的學習動機差異。本研究採問卷調查法，從教育部於2021學年度核定的50所高中雙語實驗班中，採立意取樣，抽取12校15個實驗班的學生，有效樣本為495人。研究工具為自編「高中學生CLIL教學之學習動機量表」，經因素分析和信度分析，形成正式問卷，包含5個層面，17個題項，具有良好的信效度。統計方法包含平均數、標準差、t檢定和單因子變異數分析。研究發現高中學生在CLIL教學的學習動機為中上程度，以「滿足」層面為最高，「注意」層面為最低。另不同性別、學校類別與學校屬性對高中學生的學習動機未達顯著差異。最後，研究者根據上述研究結果，提出4點建議供高中實施CLIL教學之參考。

In order to understand the implementation regarding the strategy of “promoting using English in instruction in some fields and subjects for schools at the senior high school level and below” in the “2030 Bilingual Policy” launched by the government in 2020, the current study aims to investigate senior high school students’ motivation to learn in CLIL instruction. In particular, it is to understand the current situation for senior high school students’ motivation to learn. Furthermore, it is to analyze the differences in motivation to learn perceived by the students with different backgrounds. This study adopted the method of questionnaire surveys, and used the technique of purposive sampling. The participants were selected from the 15 bilingual instruction experimental classes in the 12 high schools among the 50 high schools nationwide chosen by the Ministry of Education in 2021 (the 110 academic year). Totally 495 students completed the questionnaire. The research instrument, “Motivation to Learn Scale for High School Students in CLIL Instruction”, designed by the researchers was formally formed after validity and reliability analysis. It consisted of 5 dimensions and 17 items. The Cronbach's alpha coefficient of the scale is .93 (N=495), indicating satisfactory internal consistency and reliability of the questionnaire. The statistical methods used included mean, standard deviation, t-test and one-way ANOVA. This research found that the senior high school students’ motivation level in CLIL instruction was upper-middle, with the dimension of “satisfaction” being the highest, and the dimension of “attention” being the lowest. In addition, there were no significant differences in senior high school students’ motivation to learn in terms of genders and various school types. Finally, based on the aforementioned results and findings, the researchers proposed some suggestions serving as references for the implementation of CLIL instruction in senior high schools.