高中師生對高中英語聽力測驗之感知｜國立清華大學博碩士論文庫

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研究生：	許雅婷 Hsu, Ya-Ting
論文名稱：	高中師生對高中英語聽力測驗之感知 An Exploration of Taiwanese Senior High School Students’ and Teachers’ Perceptions of the Test of English Listening Comprehension (TELC)
指導教授：	張寶玉 Viphavee Vongpumivitch
口試委員:	蘇怡如 Su, I-ru 張銪容 Chang, Yu-jung
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 外國語文學系 Foreign Languages and Literature
論文出版年：	2015
畢業學年度：	103
語文別：	英文
論文頁數：	124
中文關鍵詞：	高中英語聽力測驗
外文關鍵詞：	TELC
相關次數：	點閱：2 下載：0
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根據十二年國教99高中英文課綱微調之內容，每位台灣學生應該具備英文四項技能：聽、說、讀、寫。然而，在2011年時，大學學科能力測驗(GSAT)和大學入學指定科目考試(DRT)僅有選擇題測驗學生的英語閱讀能力，以及非選題測驗英語寫作能力。為符合課綱內容，確保學生英語四項技能的學力，財團法人大學考試中心(CEEC)設計高中英語聽力測驗(TELC)作為提升台灣高中生英語聽力能力的工具。
有鑑於高中英語聽力測驗是台灣新穎的測驗，勢必需要有相關研究探討高中學生及教師對高中英語聽力測驗的感知。在2011年，第一次高中英語聽力測驗試辦時，新竹某高中為其中前五名的報名人數，因此本研究探討這所學校及另外三所新竹地區的高中，透過學生問卷及老師訪談了解高中英語聽力測驗與高中英語教學的關係及高中師生對高中英語聽力測驗的感知。
研究結果顯示參加第一次及第三次高中英語聽力測驗的受試者都是對自我英聽能有較有信心的學生，而且大部分來自於已相當重視英聽的學校。雖然高中學生及老師都認為英語聽力能力相當重要，但實際上，學生卻沒有花很多時間在加強英語聽力能力。學生把絕大部分的時間運用在加強單字、閱讀和文法上面。就高中英語聽力測驗本身，相較於學校英語測驗及仿間英語測驗，高中英語聽力測驗顯得較簡單、內容較淺，所以學生無法確定本測驗能否診斷高中生的英語聽力能力。以測驗結果而言，大部分的學生認為高中英語聽力測驗診斷結果符合期待。對自我英語能力較有自信者，相對能拿到較高的成績。然而，高中英語聽力測驗本身無法增進學生學習動機，也並沒有使學生做出任何學習上的改變。談到高中英語聽力測驗及其政策，大部分的學生傾向認定高中英語聽力測驗為選考考科，而非納入必要考科之一。從教師訪談中，我們探討許多英聽教育議題，而解決英語(聽力)能力之城鄉差距，不能僅僅靠實行高中英語聽力測驗而已。

According to the Year 99 Senior High School Curriculum Guidelines (Department of Secondary Education, 2011a), every English-as-a-Foreign-Language (EFL) student in Taiwan should be equipped with the four skills of English: listening, speaking, reading, and writing. However, back in 2011, the two nationwide English assessments, namely, the General Scholastic Ability Test (GSAT, 大學學科能力測驗) and the Department Required Test (DRT, 大學入學指定科目考試), only had multiple-choice questions for testing reading and open-ended/essay questions for testing writing. To achieve the pedagogical goals and balance the importance of the four skills, the College Entrance Examination Center (CEEC) created the Test for English Listening Competence (TELC) to be used as a tool for improving the English listening ability of the EFL students in Taiwan (College Entrance Examination Center, 2010).
Since the TELC is a new test in Taiwan, there is a need to conduct a study to explore the senior high school students’ and teachers’ perceptions of the test. Because when the test was first introduced to the public in 2011 one of the top five groups of test takers came from a senior high school in Hsinchu (College Entrance Examination Center, 2011), this study involves senior high school students from that school and three additional senior high schools in the city. Through student questionnaires and teacher interview, we can identify the relationship between the TELC and English instructions and the perceptions that students and teachers had towards the test.
The result showed that the students who chose to take the TELC in 2011 and 2012 were those who had more confidence on their English ability and came from schools that already put emphasis on English listening. But although both the students and teachers realized the importance of English listening, in reality students did not spend much time to practice English listening compared to the time that they spent on vocabulary, reading, and grammar. The TELC test takers also viewed the test to be easier than their regular schools’ English tests and other English listening tests that are available in Taiwan. Thus, they were not sure whether the test could really test their English listening ability. Still, most students accepted that the TELC results matched their expectations. Moreover, the more confident the students were about their English language ability, the higher grade of the TELC they received. The test, however, could not give students more motivation to study English nor did it make the students felt like changing any behavior. As for the TELC policy, most students preferred the test to be kept optional. From the teachers’ interviews, many issues regarding the TELC and the teaching of English listening in general was raised. To solve the proficiency gap as well as the gaps between the stronger and weaker schools, much more than the TELC policy will have to be implemented.

Table of Contents
Abstract.....i
Acknowledgements.....iv
Table of Contents.....v
List of Tables.....vii
List of Figures.....ix

CHAPTER ONE: INTRODUCTION.....1
1 Background of the Study.....1
1.1 The Context.....1
1.2 The Year 99 Senior High School Curriculum Guidelines.....2
1.3 The Entrance Examination for Taiwan’s Senior High School Students.....4
1.3.1 The General Scholastic Ability Test (GSAT).....4
1.3.2 The Department Required Test (DRT).....5
1.3.3 The Test of English Listening Comprehension (TELC).....6
1.4 The Rationale of the TELC.....8
1.4.1 The Official Statistics from the CEEC.....8
1.4.2 The News Reports and Public Opinions for the TELC.....10
2 Purpose of the Present Study.....12
3 Research Questions.....13
4 Significance of the Study.....13
5 Chapter Summary.....14

CHAPTER TWO: LITERATURE REVIEW.....15
1 Concept of Test Effect.....15
2 Models of Impact and Curriculum Innovation.....18
3 Impact on Teachers’ Instruction.....26
4 Impact on Students’ Learning.....30
5 Researches on the TELC.....33
6 Chapter Summary.....37

CHAPTER THREE: METHODOLOGY.....38
1 Participants.....38
2 Data Collection Procedures.....42
3 Source of Data.....43
3.1 Student Questionnaire.....43
3.2 Teacher Interview.....47
4 Data Analysis.....49
4.1 Analysis of Student Questionnaire.....49
4.2 Analysis of Teacher Interview.....49
5 Chapter summary.....50

CHAPTER FOUR: RESULTS.....51
1 Results of Survey One.....51
1.1 Background of the Test Takers.....51
1.2 Importance of English Listening Ability from Students’ Perspective.....55
1.3 Students’ Opinions toward the TELC Itself.....59
1.4 Students’ Perception of the TELC Policy.....62
2 Results of Survey Two.....66
2.1 Background of the Test Takers.....66
2.2 Importance of English Listening Ability from Students’ Perspective.....71
2.3 Students’ Opinions toward the TELC Itself.....76
2.4 Students’ Perception of the TELC Policy.....86
3 Overview of Two Cohort of Students’ Perception.....93
4 Teachers’ Perception of the TELC.....94
4.1 Importance of English Listening Ability from Teachers’ Perspective.....94
4.2 Teachers’ Perception of the TELC and Its Policy.....95
5 Chapter summary.....102

CHAPTER FIVE: DISCUSSION AND CONCLUSION.....104
1 Pedagogical Implication of the Study.....104
2 Limitation of the Study.....107
3 Suggestions for Future Investigation.....107

REFERENCES.....109
Appendix A. Interviewed Subjects’ Background Information.....116
Appendix B. Student Questionnaire One.....117
Appendix C. Student Questionnaire Two.....120
Appendix D. Teacher Interview.....124


List of Tables
1 Number of Student Registrations from 2011 to 2015.....8
2 The TELC Test Report of the First Trial Administration in September, 2011.....9
3 The TELC Test Report of the Third Administration in October, 2012.....9
1 The English Assessment among the Neighboring Countries in Asia.....34
1 Information of the Four Target Schools.....39
2 Numbers of Participants.....42
3 Data Collection Schedule.....43
4 Questions in the Two Student Questionnaires.....44
1 The Population of the Test Takers in Survey One.....51
2 The Sources of Knowledge of the TELC in Survey One.....52
3 Students’ Perceived English Ability and English Listening Ability in Survey One.....53
4 Students’ Perceived English Ability and English Listening Ability in Survey One  (within each school).....53
5 The Listening Difficulties among the Schools in Survey One.....55
6 Importance of English Listening in Survey One.....56
7 Students’ Time Allotment at Home in Survey One.....57
8 Students’ Time and the Methods of English Listening Practice in Survey One.....58
9 Reasons for (Not) Taking the TELC in Survey One.....59
10 Students’ Perception of TELC’s Difficulty in Survey One.....61
11 The Relationship between the Test Result and the Test Takers’ Expectations in Survey One.....62
12 Students’ Motivation after the Implementation of TELC in Survey One.....63
13 Students’ Learning Methods after the Implementation of TELC in Survey One.....63
14 The Change of the Students’ Learning Methods in Survey One.....64
15 The Students’ Opinion about the TELC Policy in Survey One.....65
16 The Population of the Test Takers in Survey Two.....66
17 The Sources of Knowledge of the TELC in Survey Two.....67
18 Students’ Perceived English Ability and English Listening Ability in Survey Two.....68
4 Students’ Perceived English Ability and English Listening Ability in Survey Two  (within each school).....68
20 Students’ Perceived English Ability and English Listening Ability by Level.....69
21 The Listening Difficulties among the Schools in Survey Two.....70
22 The Listening Difficulties by Grade.....71
23 Importance of English Listening in Survey Two.....72
24 The Context of Using English Listening Ability.....72
25 Students’ Time Allotment at Home in Survey Two.....73
26 Students’ Time Allotment at Home in Survey Two by Grade.....74
27 Students’ Time for English Listening Practice in Survey Two.....75
28 Students’ Learning Methods of English Listening Practice in Survey Two    76
29 Reasons for (Not) Taking the TELC in Survey Two.....77
30 Students’ Perception of TELC’s Difficulty in Survey Two.....79
31 Students’ Perception of TELC’s Depth in Survey Two.....80
32 Students’ Perception of TELC’s Coverage in Survey Two.....81
33 Students’ Perception of TELC in Survey Two.....82
34 The Test Result among Schools.....83
35 The Relationship between the Test Result and the Test Takers’ Expectations in Survey Two.....84
36 The Use of the TELC’s Test Report.....85
37 The Adoption of the Students’ TELC Result in College Application.....85
38 Students’ Perceived Necessity of the TELC.....86
39 Students’ Motivation after the Implementation of TELC in Survey Two.....87
40 Students’ Learning Methods after the Implementation of TELC in Survey Two.....88
41 The Students’ Opinion about the TELC Policy in Survey Two.....89
42 The Test Impact of the TELC.....90
43 Students’ Viewpoints on English Listening (after the implementation of the TELC.....91
44 How the Government Encourage Students to Pay More Attention on English Listening.....92

List of Figures
1 The Current College Entrance Examination and Application System.....5
1 A Basic Model of Washback from Bailey.....18
2 Green’s Model of Test Washback.....19
3 A framework summarizing the conditions under which the responsibility for collecting evidence of consequences falls to the test developer or to the test use.....20
4 The Unitary Concept of Usefulness by Saville and Cambridge ESOL.....21
5 The Context in Education- a complex dynamic system.....21
6 A Washback Model of Students’ Learning.....22
7 A Holistic Model of Washback.....23
8 The Components of Change by Smith.....24
9 Hybrid Model of the Diffusion/Implementation Process.....25
1 The Increasing Population of the Test Takers.....67
2 The Test Takers’ Grade of the TELC.....83







List of Tables
1 Number of Student Registrations from 2011 to 2015    8
2 The TELC Test Report of the First Trial Administration in September, 2011    9
3 The TELC Test Report of the Third Administration in October, 2012    9
1 The English Assessment among the Neighboring Countries in Asia    34
1 Information of the Four Target Schools    39
2 Numbers of Participants    42
3 Data Collection Schedule    43
4 Questions in the Two Student Questionnaires    44
1 The Population of the Test Takers in Survey One    51
2 The Sources of Knowledge of the TELC in Survey One    52
3 Students’ Perceived English Ability and English Listening Ability in Survey One    53
4 Students’ Perceived English Ability and English Listening Ability in Survey One  (within each school)    53
5 The Listening Difficulties among the Schools in Survey One    55
6 Importance of English Listening in Survey One    56
7 Students’ Time Allotment at Home in Survey One    57
8 Students’ Time and the Methods of English Listening Practice in Survey One    58
9 Reasons for (Not) Taking the TELC in Survey One    59
10 Students’ Perception of TELC’s Difficulty in Survey One    61
11 The Relationship between the Test Result and the Test Takers’ Expectations in Survey One    62
12 Students’ Motivation after the Implementation of TELC in Survey One    63
13 Students’ Learning Methods after the Implementation of TELC in Survey One    63
14 The Change of the Students’ Learning Methods in Survey One    64
15 The Students’ Opinion about the TELC Policy in Survey One    65
16 The Population of the Test Takers in Survey Two    66
17 The Sources of Knowledge of the TELC in Survey Two    67
18 Students’ Perceived English Ability and English Listening Ability in Survey Two    68
4 Students’ Perceived English Ability and English Listening Ability in Survey Two  (within each school)    68
20 Students’ Perceived English Ability and English Listening Ability by Level    69
21 The Listening Difficulties among the Schools in Survey Two    70
22 The Listening Difficulties by Grade    71
23 Importance of English Listening in Survey Two    72
24 The Context of Using English Listening Ability    72
25 Students’ Time Allotment at Home in Survey Two    73
26 Students’ Time Allotment at Home in Survey Two by Grade    74
27 Students’ Time for English Listening Practice in Survey Two    75
28 Students’ Learning Methods of English Listening Practice in Surve Two    76
29 Reasons for (Not) Taking the TELC in Survey Two    77
30 Students’ Perception of TELC’s Difficulty in Survey Two    79
31 Students’ Perception of TELC’s Depth in Survey Two    80
32 Students’ Perception of TELC’s Coverage in Survey Two    81
33 Students’ Perception of TELC in Survey Two    82
34 The Test Result among Schools    83
35 The Relationship between the Test Result and the Test Takers’ Expectations in Survey Two    84
36 The Use of the TELC’s Test Report    85
37 The Adoption of the Students’ TELC Result in College Application    85
38 Students’ Perceived Necessity of the TELC    86
39 Students’ Motivation after the Implementation of TELC in Survey Two    87
40 Students’ Learning Methods after the Implementation of TELC in Survey Two    88
41 The Students’ Opinion about the TELC Policy in Survey Two    89
42 The Test Impact of the TELC    90
43 Students’ Viewpoints on English Listening (after the implementation of the TELC    91
44 How the Government Encourage Students to Pay More Attention on English Listtening    92















List of Figures
1 The Current College Entrance Examination and Application System    5
1 A Basic Model of Washback from Bailey    18
2 Green’s Model of Test Washback    19
3 A framework summarizing the conditions under which the responsibility for collecting evidence of consequences falls to the test developer or to the test use    20
4 The Unitary Concept of Usefulness by Saville and Cambridge ESOL    21
5 The Context in Education- a complex dynamic system    21
6 A Washback Model of Students’ Learning    22
7 A Holistic Model of Washback    23
8 The Components of Change by Smith    24
9 Hybrid Model of the Diffusion/Implementation Process    25
1 The Increasing Population of the Test Takers    67
2 The Test Takers’ Grade of the TELC    83

                                

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