| Summary: | 博士 === 國立高雄師範大學 === 成人教育研究所 === 104 === This research explores the relationship of technology university students’ English learning belief, learning climate, learning anxiety and learning effectiveness. The main purposes are to understand the current situation of technology university students’ English learning belief, learning climate, learning anxiety and learning effectiveness; to investigate if there are any significant differences among students with different background variables on technology university students’ English learning belief, learning climate, learning anxiety and learning effectiveness; to measure canonical correlation between two sets of variables; to explore which independent variables (learning belief, learning climate, learning anxiety) can be better predictors of the dependent variables (learning effectiveness); to construct the exploratory modeling and to provide pedagogical and theoretical suggestions for education authorities, universities, educators and researchers based on the findings.
The subjects were day-time 987 freshmen at technology universities in southern Taiwan. The instrument was the questionnaire, the questionnaire of technology university students’s English learning, composed of four scales, designed by the researcher and the reliability and the validity of the questionnaire were evaluated. The data collected was analyzed by the statistical analysis: t-test, One-Way ANOVA, canonical correlation analysis, stepwise regression analysis and SEM. The findings are as follows:
1. According to the analysis, students’ learning belief is at an elevated level, learning climate is at an elevated level, learning anxiety reaches an upper low level, and learning effectiveness is at a moderate level.
2. Significant gender differences exist in three dimensions of learning belief and learning climate: female students value the importance of English more than the male students, but male students report higher levels of teacher supports and curriculum structure than the female students do.
3. Except for the dimension of successful learning, the Industry/Information Technology majors disagree the most on learning belief. The Health Care/Leisure majors feel learning climate the least, feel the highest learning anxiety and possess the lowest learning effectiveness.
4. Public university students agree more on the aspect of successful learning in learning belief than private university students. The students of the former also perform better at the dimensions of goal attainment, learning adjustment, and resort to resources in learning effectiveness than those of the latter.
5. Students from vocational senior high schools can feel curriculum structure in learning climate and teacher-student interaction anxiety in learning anxiety more than those from senior high schools can.
6. The students with high achievement in English feel learning climate the most and possess the highest learning effectiveness. Those with low achievement feel the highest learning anxiety.
7. Two variables in learning belief and three variables in learning climate have positive and significant effects on learning effectiveness through one canonical variate. All three variables in learning anxiety show no canonical correlation with learning effectiveness significantly.
8. The dimension of teacher support in learning climate is the most predictable variable of learning effectiveness.
9. The model constructed presents a good fit, which means the collected data matches the research model.
Besides some suggestions about how to improve students’ English learning effectiveness to the education and school authorities, the findings can have pedagogical implications and serve as a reference for English educators as well as for future researchers.
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