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研究生: 范瑋庭
Fan, Wei-Ting
論文名稱: EFL 學習者可能自我及對寫作回饋之學習投入在寫作成績上之影響
The Effects of EFL Learners’ Possible Selves and Learner Engagement with Teachers’ Written Corrective Feedback on Writing Achievement
指導教授: 朱錫琴
Chu, Hsi-Chin
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2020
畢業學年度: 108
語文別: 英文
論文頁數: 95
中文關鍵詞: 路徑分析可能自我第二語言寫作教師寫作回饋學習投入
英文關鍵詞: second language (L2) writing, teacher written corrective feedback (WCF), ideal self, ought-to self, learner engagement
DOI URL: http://doi.org/10.6345/NTNU202000439
論文種類: 學術論文
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  • 影響第二語言寫作成績的因素有許多,例如學習者在認知上、語言上、心理上以及其他有關自我學習上的變項。本研究主要目的為(一)探討影響第二語言寫作成績的相關因素。(二)觀察各變項與第二語言寫作的直接與間接關係。
    透過路徑分析法,本研究旨在觀察第二語言學習者的「可能自我」、「對教師寫作回饋的學習投入」及「第二語言寫作成績」之間的間接與直接關係。首先,藉由文獻探討繪製影響上述三個變項的假設路徑圖。接著,蒐集兩百筆北臺灣大學生的問卷調查及第二語言寫作成績。最後,利用路徑分析法觀察結果是否驗證此假設路徑。
    本研究結果指出「可能自我-理想我」有效預測 「對於教師寫作回饋在結構問題上的學習投入」,而「對於教師寫作回饋在結構問題上的學習投入」有效預測「第二語言寫作成績」。另一方面,「可能自我-應該我」則有效負向預測「第二語言寫作成績」。在間接效果上,「對於教師寫作回饋在結構問題上的學習投入」有效調節 「可能自我-理想我」及「第二語言寫作成績」。
    根據本研究,第二語言學習者發展出「可能自我-理想我」且「對於教師寫作回饋在結構問題上的學習投入」可以有效提升「第二語言寫作成績」。 教育工作者可以瞭解如何有效運用不同類型的教師寫作回饋、學習者的可能自我及學習者在教師寫作回饋上的學習投入來幫助學習者增進第二語言寫作的成績。

    Second language (L2) writing is regarded as the most demanding task for L2 learners since it not only involves cognitive, linguistic and psychological factors, but also engages learners’ Self-regulated learning (SRL) variables. To delve into the topic of how to teach L2 writing more efficiently, the current study aims to examine the causal relationships among SRL variables: possible selves, L2 learners’ engagement with two different types of teacher written corrective feedback (WCF) and writing performance.
    To reach the purpose, this study first proposes a hypothesized path model according to the rationales in the literature review. Second, 200 undergraduate students adapted from Tsao (2018) are main subjects and they are required to complete a three-section questionnaire and a writing test. Last, the valid data are to verify the model through path analysis.
    The result indicates that ideal self has significantly effects on L2 learners’ engagement with both local- and global-based teacher WCF and L2 learners’ engagement with global-based teacher WCF can significantly predict L2 learners’ writing scores. However, ought-to self has significantly negative prediction on L2 learners’ writing score and ought-to self only significantly predict local- based teacher WCF. Concerning the mediating effects, ideal self exerts indirect effects on L2 learners writing scores via L2 learners’ engagement with global-based teacher WCF.
    In conclusion, students with ideal self and learners’ engagement with global-based teacher WCF can significantly enhance learners’ L2 writing score. The study provides educators and instructors with several insights on how to give different types of WCF effectively, how to help EFL learners develop their possible selves to improve their L2 writing efficiently.

    TABLE OF CONTENTS 中文摘要 i ABSTRACT iii ACKNOWLEDGEMENT v TABLE OF CONTENTS viii LIST OF TABLES x LIST OF FIGURES x LIST OF APPENDICES x CHAPTER ONE 1 INTRODUCTION 1 Possible L2 Selves 3 Feedback 5 Local- and Global-based Feedback 7 Individual Differences and Learner Engagement 8 Significance of The Study 10 CHAPTER TWO 12 LITERATURE REVIEW 12 Introduction to SRL 12 The Definition and Categories of Possible Selves 14 Empirical Studies on Possible selves and Academic Achievement 16 Empirical Studies on Possible selves and L2 (Second Language) achievement 20 Written Corrective Feedback 23 Local-based & Global-based Corrective Feedback 26 The Effects of Individual Differences on Corrective Feedback 29 Learner Engagement with Corrective Feedback 31 Learners’ Cognitive Engagement with Written Corrective Feedback 32 Learners’ Behavioral Engagement with Written Corrective Feedback 35 Learners’ Affective engagement with Written Corrective Feedback 36 Empirical Studies of Learner Engagement with Written Corrective Feedback 39 Learner engagement with Global- and Local-based Written Corrective Feedback 40 CHAPTER THREE 44 METHODOLOGY 44 Research Questions 45 Participants 46 Instruments 46 Data collection 48 Data analysis 49 Path analysis 50 CHAPTER FOUR 51 RESULTS 51 CHAPTER FIVE 58 DISCUSSION 58 Pedagogical Implications 66 Limitation and Suggestions for Future Studies 71 Conclusion 74 REFERENCE 76 APPENDICES 85 Appendix A 85 Appendix B 90 Appendix C 95

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