國小英語教師跨文化能力與自我效能之研究

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Title:	國小英語教師跨文化能力與自我效能之研究
Other Titles:	Investigating Elementary EFL Teachers’ Intercultural Competence and Self-Efficacy Beliefs
Authors:	黃彩維 HUANG, TSAI-WEI
Contributors:	劉美惠 LIU, MEI-HUI 外國語文學系
Keywords:	跨文化能力;自我效能;EFL教師 Intercultural competence;Self-efficacy;EFL teachers
Date:	2019
Issue Date:	2019-12-16T02:47:05Z (UTC)
Abstract:	摘要當人們與地球村不同文化背景的其他人互動時，跨文化能力扮演著重要的角色。因此，跨文化能力的發展已逐漸成為語言教育和教師培訓上不可或缺的。正如之前的研究人員所指出的，語言教師所擁有跨文化能力的程度會決定他們如何進行課堂實踐進而提高學生的學習成果。另外，教師自我效能為教師專業化的重要本質，也就是說，教師愈能感知自我效能，愈會充實自己以教導學生達到期待的方向。然而，目前同時進行上述兩個議題的研究並不多，特別是在英語作為外語（EFL）語境中。因此，整體而言，本研究旨在了解EFL教師的自我效能是否與跨文化能力相關。本研究使用問卷調查的方式蒐集臺灣各地區英語教師的量化數據。來自北中南多所小學的159名英語教師參與在線問卷調查，於問卷回收後再以SPSS 22.0進行描述性統計、獨立樣本 t 考驗、典型相關方法分析資料，並進行研究目的之探討，主要研究結果如下： 1. 本研究之臺灣國小英語教師的跨文化能力與自我效能之間存在顯著的正相關。2. 本研究之英語教師的出國留學經驗和跨文化能力以及自我效能無顯著差異。3. 本研究之英語教師的教育背景和跨文化能力以及自我效能無顯著差異。4. 本研究之英語教師的教學年資與經驗和跨文化能力以及自我效能無顯著差異。5. 本研究之英語教師的英語能力和跨文化能力以及自我效能無顯著差異。最後，根據本研究的發現和限制，對國民小學、師資培訓單位以及現職國民小學英語教師提供了教學和研究上的建議。 ABSTRACT Intercultural competence plays an important role when people are interacting with others from different cultural backgrounds at the global village. Accordingly, the development of intercultural competence has gradually become essential in language education and teacher training. As noted by previous researchers, the extent to which language teachers espouse intercultural competence may determine how they conduct classroom practice and enhance student learning outcome. Additionally, teacher self-efficacy is an important essence for teacher professionalism; that is, the more teachers perceive self-efficacy, the better they equip themselves to educate students to the desired aspects. Yet, up to date limited studies have investigated these two aforementioned issues at the same time, especially in the English as a foreign language (EFL) contexts. The study was hence undertaken to examine whether EFL teacher self-efficacy is related to their intercultural competence as a whole. This study used a questionnaire to collect quantitative data from elementary EFL teachers around various geographical areas in Taiwan, and 159 English teachers were invited to cooperate with the online questionnaire survey (N=159). After decoding the data collected from the survey, descriptive statistics, independent sample t test, and Pearson correlation were applied to analyze the data via SPSS 22.0. The major research findings are as follows:1. There is a positive correlation between the intercultural competence and self-efficacy for the recruited elementary EFL teachers in Taiwan.2. There is no significant difference between the experience of oversea studies and the intercultural competence as well as self-efficacy for the participating EFL teachers.3. There is no significant difference between educational background and the intercultural competence as well as self-efficacy for the participating EFL teachers.4. There is no significant difference between the experience of teaching and the intercultural competence as well as self-efficacy for the participating EFL teachers.5. There is no significant difference between English proficiency and the intercultural competence as well as self-efficacy for the participating EFL teachers. Last, according to the findings and limitations of this study, some pedagogical implications and research suggestions are provided for elementary schools, teacher trainers, and current elementary EFL teachers.
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