Senior high school EFL teachers’ pedagogical beliefs and practices on writing instruction: a qualitative case study

過去研究著重於教師全方位的英語教學信念，關於英語教師個別技巧方面的教學信念研究較為缺乏，因此本研究將重心擺在教師寫作信念的研究。本研究旨在以質化研究方式探討兩位高中英語教師寫作信念及其課堂教學，同時分析學生相關因素如何影響教師寫作信念及其課堂教學。研究對象包含兩位高中英語教師及八名學生。資料蒐集方式包含訪談、課室觀察、以及觀察筆記。研究結果顯示教師信念及其教學並非完全一致。部分不一致的原因主要在於學生行為、學習態度、英語程度、師生的學習背景不同、時間壓力，以及課堂人數多寡等情境因素。此外，相較於之前研究所提及的情境因素，學生特質能為教師的教育帶來不同層面的影響。總之，學生因素以及信念與教學的不一致可以幫助教師們反思教學的本質，並且藉由情境化的調整，發展出更符合情境的教學方式。In the past, the research focused on English teachers’ general pedagogical beliefs while the research on specific beliefs was lacking. Hence, the current research put emphasis on English teachers’ pedagogical beliefs on writing instruction. The purposes of the current study were to investigate two senior high school English teachers’ beliefs and practices on writing instruction and how students’ characteristics influenced them. The participants were two senior high school teachers and eight students chosen from the teachers’ classes. Data collection methods included semi-structured interviews with teachers and students, classroom observations, and field notes. The results indicated a partial inconsistency between the teachers’ beliefs and their instruction, mainly resulting from students’ behavior, learning attitudes, students’ English proficiency, time pressure, and class sizes. Also, students’ characteristics were found to have different types of influence on teachers’ instruction compared to other contextual factors mentioned in the previous research. In conclusion, students’ characteristics and the discrepancies between teachers’ beliefs and practices would help teachers reflect on the nature of their instruction and develop more contextually responsive teaching