| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 95 === ABSTRACT
The purpose of this study was to investigate the inclination and analyze the differences on Technology College students’ English learning attitudes and learning disturbances. Literature review was conducted to explore theories of learning attitudes and disturbances as the basis of the study and the construction of the questionnaire.
The content of the questionnaire was composed of three parts： the background of the students, their learning attitudes and learning disturbances. Descriptive statistics contained frequency distribution 、percentage 、mean 、standard deviation 、t-test 、one way ANOVA, and the methods of inferential statistics were Scheff & eacute method、Pearson product-moment correlation and stepwise multiple regression to analyze data through SPSS statistics.
The results of this study were as follows:
1. Generally, there were positive learning attitudes and low-degree learning disturbances on the English learning attitudes of technology college students.
2. Students’ background variables of sex, schools’ attribute, grades, vocational type, English achievement scores, GEPT and learning English experience had significant differences on learning attitudes.
3. Students’ background variables of sex, schools’ attribute, grades, vocational type, English achievement scores, GEPT and learning English experience had significant differences on learning disturbances.
4. Students’ learning attitudes and learning disturbances were negatively correlated.
5. Technology college students of the English achievement scores, the preview and passed GEPT or not command a good predictability on English learning attitude and learning disturbances.
Finally, based upon the above results, the study makes suggestions for educational administration, schools, and teachers, and further research.
Keywords: technology college, learning attitudes, learning disturbances
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