Investigating English Majors’ Perceptions of the Effectiveness of Conducting Self-Directed Learning in an Advanced Conversation Class

[[abstract]]本研究主要在探討英語系學生在進階會話課參與自主學習成效之態度研究。研究者共同設計一堂英文會話課，參與學生每週必須用一小時在電腦教室內進行自主學習。三十五位國立高雄第一科技大學英語系的學生參與此研究。兩學期的課程結束後，研究者使用問卷及訪談的方式，分析課堂上的學生對於使用自主學習法的觀點，學習過程中使用網路研究的能力，以及課堂上的溝通意願。研究結果顯示，自主學習法雖帶來學習上的正面效益，但仍有一些值得注意的問題。首先，大多數學生對於在會話課上使用自主學習法抱持極為正面的態度，並且認為自主學習法能夠有效增進課堂上相關知識的理解與吸收。然而，只有37.2%的受試者表示他們在自主學習的時候能夠有效掌握個人的學習進度。此外，大多數學生表示在進行自主學習時，他們具備中等至良好的網路搜尋研究能力，但對於評估網路搜尋結果的能力表現不佳。最後根據資料分析的結果，本研究提出有關在課堂上使用自主學習法的具體教學建議。[[abstract]]The purpose of the current study is to explore college English majors’ perceptions of the effectiveness of conducting self-directed learning (SDL) in an advanced conversation class. To achieve the research goal, the researchers co-designed a speaking class for two semesters with a weekly SDL session in the laboratory. A total of 35 students were officially recruited to participate in the study from National Kaohsiung First University of Science and Technology (NKFUST). After the courses ended, the researchers conducted a questionnaire survey and oral interviews to investigate students’ perceptions of the effectiveness toward SDL and the adequacy of their online research skills required by SDL. The study yields positive results but with some cautions. First, the majority of the students held a highly positive attitude toward the use of SDL in the speaking class and generally thought SDL was an excellent way to expand their knowledge in diverse topics. However, only 37.2% of participants agreed they could control their learning pace effectively during self-study. Second, most students had a medium to high level of competence on using the online research skills required in the SDL course but seemed to show less confidence in their ability to evaluate the search results. Based on the findings, pedagogical implications are addressed