摘要
本研究探討提升學生自主學習在聽力能力、策略運用及學習態度的成效。研究者設計一個自主學習計畫幫助高中生收聽英語教學廣播節目。研究的對象是二百三十位台北縣立錦和高中一年級學生，最後獲得一百七十一位有效資料。實驗組和對照組皆收聽活用空中美語English 4U英語教學廣播節目。實驗組輔以自主學習計畫，發展後設認知策略。收集分析的資料包含聽力前、後測，上學期三次段考聽力測驗和下學期三次段考的成績，二次聽力策略問卷調查以及實驗組每週自我評量學習心得。
研究結果發現實驗組比對照組更常收聽英語教學廣播節目，實驗組的聽力後測和上學期三次段考聽力測驗成績顯著優於對照組，顯示實驗組比對照組聽力能力進步更多。下學期實驗組停止實施自主學習計畫，成績仍顯著優於控制組，顯示學生即使沒有學習單的輔助，仍能保持收聽習慣，發展主動學習的能力。聽力策略調查問卷顯示學生最常使用後設認知策略，其次是認知策略，最後是社會 / 情意策略。雖然後測問卷調查結果顯示實驗組沒有增加後設認知策略的使用頻率，但是藉著完成每週學習單，接受自我監控、評量的訓練，學生確實能夠運用後設認知策略。大部分的學生對於收聽英語教學廣播節目和自主學習計畫也抱持非常正面的態度。他們認為自己在很多方面進步許多，對於英語學習也更有信心與興趣，並且認為每週自我評量學習單有助於監控養成收聽習慣和評量該週表現。
此外，不同的性別與聽力程度在聽力能力與策略使用有顯著影響。女生與高成就組的所有聽力測驗成績顯著優於男生和中、低成就組。前者也比後者使用更多的聽力策略。然而，低成就組在聽力後測時進步最多；實驗組學生每週收聽節目三至四天者也進步最多。高成就組以及每週收聽五至六天的學生可能受到上限效應影響，而無法有很大的進步。一般而言，收聽節目愈頻繁者，沒有家長監督在家學習情況的學生，使用愈多的策略，顯示愈主動學習的學生愈常使用策略。
本研究證明提升高中生聽力自主學習不但可行而且有顯著的聽力進步。因此，英語教學廣播節目搭配自主學習計畫是有效的聽力課外自修教材。每週自我評量學習單的形式可依照學習者的需要，做彈性調整。教師應該提供更多且有效的自主提升訓練，幫助學生增加後設認知策略運用。在整個訓練學習過程，教師需不斷地鼓勵與建議學生更加重視聽力訓練，妥善運用時間收聽英語教學廣播節目，才能在課業壓力下也能養成收聽習慣，並且增加自我評量的信心，即使成績不佳時也能保持學習熱忱。在本研究中，低成就組進步幅度最大，但可能需要較長的時間才有明顯進步；高成就組則需要更有挑戰性的教材和測驗來提高動機。最後，本論文對於自主學習計畫研究提供具體建議。

Abstract
The purpose of this study aims to investigate the effect of learner autonomy promotion on listening comprehension, strategy use and learners’ attitudes. 230 10th grade students of Taipei County Jing-Ho Senior High School participated in this study, and the final total number of subjects for valid data analyses was 171. Both the experimental and the control group learners were required to listen to the English 4U broadcasting program. The experimental group learners were aided with an autonomous learning plan, which helped them develop metacognitive strategies. The collected data included listening pretest, posttest, listening tests in the three monthly exams in the first semester, three monthly exams in the second semester as the delay test, listening comprehension strategy pre- and post- questionnaires and the experimental group learners’ weekly self-evaluation checklists and journal entries.
The results showed that the experimental group learners self-reported higher frequency of listening to the program than the control group. The former also had significantly better performances in the listening posttest and the three monthly exams. Their performances of the three monthly exams in the second semester without the treatment of autonomous learning plan were also significantly better than the control group, which might indicate that they have learned to listen to the program autonomously without the required worksheets. The results of listening strategy questionnaires showed that the metacogntive strategy was used most frequently, followed by the cognitive strategy and then the social / affective strategy. Although the experimental group learners did not increase the metacognitive strategy uses after the training program, they did exercise these strategies through the weekly worksheets. Also, most of them showed very positive attitudes toward the broadcasting program and the autonomous learning plan. They perceived themselves as having made progress in many aspects, increased confidence and interest in learning English and considered the weekly worksheets effective.
Besides, the females performed significantly better than the males in all the listening tests and used strategies more frequently. The HP group learners also performed significantly better than the MP and the LP groups in all the listening tests and used strategies more frequently. However, the LP group learners made the most progress in the listening posttest. The experimental group learners listening to the program for 3-4 days also made the most progress. The reason why the HP group learners and those listening for 5-6 days did not make the most progress may due to ceiling effect. Learners listening for 5-6 days used significantly more strategies than those for 3-4 days and those for 1-2 days. Females, HP and MP group learners without parental monitoring also used significantly more strategies than those with parental monitoring. In other words, autonomous learners tend to use more strategies.
The positive results of this study have proved that learner autonomy promotion is feasible in senior high school context and has significant proficiency gains. Therefore, English-teaching broadcasting programs with the aid of an autonomous learning plan should be recommended as supplementary autonomous learning materials. The weekly worksheets do not need to be in a fixed format and more autonomy promotion tasks should be offered to increase the metacognitive strategy use. During the training program, teachers should keep offering support and suggestions to motivate students to put more emphasis on listening. Learners need guidance to schedule their time well so that they can form the habit regardless of pressure from schoolwork. They also need more opportunities to do self-assessment and keep passion burning when facing dissatisfying grades. The LP group learners can benefit a lot from this training program, but they may need more time to make great progress. The HP group learners need more challenging materials and tests to increase their motivation. Finally, suggestions for further studies on the effect of autonomy promotion are provided.

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