| Summary: | 博士 === 國立高雄師範大學 === 工業科技教育學系 === 101 === “Cultivating a global living environment and promoting the general proficiency of the public” are one of the top priorities of the government at present. In Taiwan, not a few local governments have spared no effort establishing English learning environment in middle and elementary schools, creating an all-English context, and implementing a PBL global English village. “Speaking naturally” is incorporated into creative English teaching-learning approach. Through the virtual experiencing in English-context classrooms, the middle and elementary school students’ interest and motives in English learning are aroused, and thus improved.
The online learning platform EVEN (English Village Extended Network) is created for a junior high school with an global English village in Pingtung County so that students can have a learning platform with no time-and-space limit, enabling them to keep on learning day-to-day English after they leave the physical environment of global English village. To understand students’ learning efficacy of global English villagers on the further learning website of EVEN, using self-developed teaching and learning questionnaires, we focu on the relationship among their learning motivation, self-adjustment, online cooperation learning, learning environment, learning materials and learning efficacy. The following conclusions are reached:
1.Only a small proportion of students with different variables have conspicuous differences on learning motivation, self-adjustment, online cooperation learning, learning materials and learning efficacy.
2.Tthough the results of confirmatory factor analysis, in terms of standardized factor loadings, accommodation of all levels, and the average variance extracted volume, can not tend to reach the ideal standard as a whole, they are acceptable. Besides, the combined reliability conform to standard value. In all, convergent validity in measurement mode is comparatively good, while its discriminant validity is almost perfect.
3.The whole accommodation of theoretical mode and positive research data constructed from learning motivation, self-adjustment, online cooperation learning, learning materials and learning efficacy are rather satisfactory.
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