Abstract
The purposes of this study are: (1) to examine the effects of the “volitional control strategies” teaching program developed by the researcher on the use of volitional control strategies and learning achievement; (2) to analyze the learning process of the students with the use of qualitative analysis and portfolio process assessment.
In order to accomplish these purposes, 147 eighth-graders participate in the experiment, including 72 students in the experimental group and 75 students in the control group. By utilizing Volitional Control Strategies Inventory and English Achievement Test (Pretest and Protest) as primary instruments, the data obtained are then analyzed by two-way mixed-design ANOVA, with a deeper focus on the learning process in the experimental group by using a qualitative analysis.
The results indicate that the volitional control strategies teaching program could help the students in the experimental group maintain their performances, but the performances of the control group are declining. Furthermore, after class the students in the experimental group could use the strategies to retain their learning intentions and become more confident and willing to learn English.
| Keywords: | English teaching; volitional control; learning achievement |
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