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標題: 低能力與高能力等級的 EFL 學生在英文能力分班實施下學業自我概念之差異比較研究
作者: 劉慧如
關鍵字: Self-concept;自我概念;Academic achievement;Ability grouping;學業成就;能力分班
出版社: 臺中市:國立中興大學文學院
Project: 興大人文學報, Volume 43, Page(s) 257-284.

This research closely examines the differences in the changes in subject-specific academic self-concepts between lower- and higher-ability EFL students in homogeneously grouped classes. Participants were college freshmen who were assigned to basic level and advanced level English classes on the basis of their performance on proficiency tests conducted by the school. A questionnaire was designed to inquire into students’ perceived academic confidence, interest, and involvement in their English coursework. The study mainly investigates (1) whether students’ perceptions of their academic confidence, effort, and overall academic self-concept significantly change over time within each ability group and (2) whether there are any similarities or differences in academic confidence and perceived academic effort between lower- and higher-performing students over the duration of the study. The results of the study show that the grouping practice did not have any significant effect on the academic effort of students in either ability level, but it did successfully improve the academic confidence and overall academic self-concept of students placed in the low-performing level. Their confidence significantly and most noticeably increased in terms of their consideration of English as one of the subjects they are good at and their perception about their own English test performance. Higher achieving students' academic self-concepts remains rather stable over time. The greatest differences in perceived academic effort between these two ability groups were found in their interest in English coursework, and their determination to put more effort on English coursework.
Appears in Collections:第43期

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