本研究探討台灣高中108課綱自主學習中，高中生在彈性學習時間進行英文自我調整學習(Self-Regulated Learning, SRL)的成效及經驗，研究對象為台灣中部地區公立學校高中生三十四名。此研究中，英語教師以輔導員的角色引導高中生在108課綱彈性時間中的自主學習課程期間，透過線上Trello平台以專題式學習(Project-based Learning, PBL)來增加學生對英文檢定的了解、提升英語聽、說能力、自我調整學習能力的影響。以網路自我調整學習量表檢測自我調整學習成果，以英文聽、說能力的前後測試驗來檢驗英文學習成果。研究結果發現，學生在線上平台進行專題式學習對英文學習在聽、說能力上具有成效。在自我調整學習上，目標設定、自我評價、尋求支援等三面向有顯著。

This study investigated high school students’ self-regulated learning experience and outcome while they were participating in a project-based learning course, a compulsory learning experience in accordance with the new curriculum guidelines, enacted in 2019 in Taiwan. In this project, an English instructor, serving as a facilitator, guided the students in their project-based learning (PBL), in which an online platform Trello was employed to scaffold students’ English learning online and to trace their online discussion and learning results. Participants were thirty-four students. A questionnaire was employed to explore students’ self-regulated learning. Online Self-regulated Learning Questionnaire was used to examine the result of students’ self-regulated learning. Pre- and post-English listening tests and oral tests were used to examine participants’ English learning outcome. The result shows PBL learning has a positive effect on English learning and self-regulated learning.

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國家發展委員會(2021) 2030雙語政策整體推動方案
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