本研究旨在探討「中英文段落翻譯策略」對於高職學生在英文寫作中習得篇章連貫性的效用。本研究以新竹市新竹高商二年級，三十七位學生為研究對象， 每位寫四篇英文寫作及修改兩篇前測作文; 以148篇作文以及74篇修改後之作文為分析樣本; 並採用量的分析方法來驗證其效用。 本研究以兩階段驗證假設 : 第一階段以SPSS 10.0中之成對樣本T檢定(paired-samples t-test)來分析74篇前測與74篇後測英文作文; 第二階段用同樣的方式來分析74篇前測寫作與74篇學生修改前測後之作文。本研究結果顯示：（一）中英文段落翻譯練習，有助於學習者習得並運用凝結性(cohesion)技巧來提升寫作上篇章之連貫性(coherence)。（二）中英文段落翻譯練習，有助於學習者習得並運用凝結性(cohesion)技巧來修改寫作上缺乏篇章連貫性之部分。 總言之，本研究中所設計之中英文段落翻譯練習，能夠幫助高職學生習得篇章的連貫性並提升其寫作能力。翻譯練習中的凝結性技巧的設計，為學習者奠定了在寫作上習得篇章連貫性的基礎。本研究在最後，針對研究主題提出一些在英文寫作教學上的建議。 / This study aims to explore the effectiveness of Chinese-English paragraph translation device for vocational senior high school students in acquiring the coherent writing expertise. Subjects in this study are thirty-seven second-graders in Hsin-chu Commercial Vocational Senior High School in Hsin-chu city. Participants are required to finish four English compositions and two revision compositions. In total, 148 compositions and 74 revision compositions are analyzed to test the effectiveness on the basis of quantitative research. There are two stages of verification procedure. First, paired-samples t-test of SPSS 10.0 for Windows is used to analyze the seventy-four pre-test and seventy-four post-test compositions. Second, it is also used to analyze the seventy-four pre-test and seventy-four post-test revision compositions. Findings are summarized as follows: First, Chinese-English translation practice helps learners perform better in coherent writing. They acquire cohesive devices and better apply them to promoting their writing coherence. Second, Chinese-English translation practice helps learners perform a good job in revising incoherent parts of compositions. They acquire cohesive devices, apply them to revising compositions and thus promote writing coherence. To sum up, the findings show that Chinese-English paragraph translation practice in this study is effective to vocational senior high school students in acquiring coherent writing expertise and promoting their writing proficiency. The translation practice of the cohesive devices functions as a basis of acquiring coherent writing expertise for learners. Finally, some pedagogical suggestions based on this study are provided.

政治學理中，將政黨定義為「具相同利益，以爭取政治權力為目標的團體」。政黨壟斷政治精英的甄補，藉由對公職候選人的提名競選以獲取權力。政治菁英透過黨公職歷練，形塑並推動黨綱的政治主張，並經由選舉取得政治權力。由此觀之，政黨菁英對政黨與政府決策發展、以及「認同政治」等研究議題而言，具有重要的關鍵影響力，也一直是重要的研究議題。 　　是故，那些人能為菁英？菁英如何獲取權位和政治權力？臺灣政治菁英的背景與甄補途徑，從威權至民主轉型以迄兩次政黨輪替至今又有何發展？本文嘗試從菁英理論出發，以國民黨籍第十四屆中常委至第十七屆中常委（1993-2008）為研究對象，藉由釐清民主化後至今的菁英甄補發展之脈絡，以分析國民黨籍菁英特質與甄補方式。 　　本文研究結果顯示，國民黨政治菁英甄補來源由早期黨職、公職選舉、考試、軍隊等四種途徑，隨本土化政策於1970年代轉變為本省籍技術官僚，至1986年民主化後在黨內權力鬥爭和在野黨競爭下，漸由民選政治菁英入主決策核心。政黨輪替後，國民黨中常會更由中央民代藉選舉實力及換票聯盟的運作而掌握多數席次，並漸有第二代繼承家族事業的發展趨勢。然而在菁英甄補來源日趨多元化的同時，其準黨國威權體制架構下的甄補機制民主化程度依然有限，促使國民黨將持續推動後續的改革。 / The political Elites obtain the power by elections through promoting the political opinion of the party platform and operation of the leading factor and national development. The Importance of the Elites has been an important research issue. Therefore, who will be the Elite? How do the elites take the power? What is the development of the elites of Taiwan from the authoritarian regime to now? Rested on the theories of Elite Recruitment. The thesis try to explore and analysis the background of the member and the recruitment mechanism of the members of the Kuomintang central committee form 14th to 17th (1993-2008). After The Party Transformation, the KMT legislators gain the most committee seats by their strength of electing and strategic alliance. There also have a transition within Political Family, However, as the more pluralism the member was, the demarcations of internal-party and the mechanism of recruitment wa insufficiency, by the way , the democratically reform of KMT both the mechanism of internal election and recruitment is necessary.

英語在貿易、科技等領域為當今國際交流的主要語言，更是學術界之主要溝通媒介，在台灣高等教育亦是如此。本研究旨在探討企業管理碩士班學術英文課程規劃之現況，以台灣某科技大學之企業管理所及國際企業管理所為對象，採問卷、課室觀察、訪談之研究方式，從教師及學生的觀點深入評析97、98學年度兩所的學術英文課程規劃、實施現況、學生的學術英文需求、及學生自評之學術英文能力。從兩所學生回收的有效問卷共98份，篩選後的學生訪談者共14位。兩位授課教師的訪談則分別於97、98學年度各進行一次。問卷結果採描述性統計加以敘述分析，課室觀察及訪談結果則以持續比較法（constant comparison method）進行分析。研究結果顯示兩所之課程規劃均注重培養教師及學生的學術英文能力；雖教師方面含海外師訓、定期教學研討會，然全英授課課程之師資來源為一困難。學生方面則從招生至畢業規定，均將促進語文能力納入整體課程規劃中。教師在教學、教材選擇、評量方面均致力培養學生的學術英文能力。學生的學術英文需求特別注重術語、讀、口語溝通、上台報告之能力，然本土文化之知識極待加強。學生普遍自評學術英文能力普通或不佳。本研究結果為商管學術英文課程規劃者及研究者提供了一個全面性的參考資料。 / English is the main lingua franca for international communication in fields such as business and technology; it is also the major medium in teaching and learning. This phenomenon has a significant impact on higher education in Taiwan. This study aimed to probe into the status quo of EAP (English for Academic Purposes) curriculum design in graduate business administration programs. An MBA and an IMBA program at a national university of science and technology in Taiwan was targeted. Questionnaires, classroom observation, and semi-structured interviews were adopted as research instruments. Teachers’ and students’ perspectives of the curriculum design, implementation, students’ EAP needs, and students’ self-evaluated EAP abilities in the academic years of 2008 and 2009 were investigated. A total of 98 valid questionnaires were collected, and 14 student interviewees were selected. Two teachers were first interviewed in the academic year of 2008, and again in 2009, respectively. The analysis of questionnaires was conducted through descriptive statistics, while the qualitative data was analyzed by constant comparison method. Results of this study indicated that the two programs included nurturing teachers’ and students’ EAP abilities in the curriculum design. For teachers, overseas teacher training and regular teaching seminars were provided. However, finding teachers to teach English-medium courses presented a difficulty. Developing students’ language abilities was included in the overall curriculum design, from admission to graduation regulations. Teachers were committed to cultivating students’ EAP abilities in instructional practices, material selection, and evaluation. The EAP needs of terminology, reading, oral communication, and presentation abilities were particularly valued. Nonetheless, students’ knowledge of local culture needed to be strengthened. Students generally rated their EAP abilities average or below average. In sum, this study may be of importance in improving EAP curriculum design in graduate business programs in future.

動機雖被認定為影響第二語言及外語學習的因素之一，然而如何在考試導向的學習環境下提升學生內在或自主性英語學習動機的相關研究並不多。本研究依據自我決定理論(the self-determination theory)來設計學習單，用以輔助學生學習學校的一般英語課程，來探討自我決定理論在現行教育環境下使用的效益。此外，學習單的使用是否能幫助學生的成就表現優於其他學生也一併研究。 參與本研究的對象為台灣北部一所公立國中八年級兩個班的六十位學生。這兩個班級有相似的社會背景及英語成就表現，並隨機被指定為實驗組與控制組。實驗組可在考試前預覽印在學習單上的試題，而控制組則直接參與考試。本實驗歷時七週，蒐集資料的工具包含問卷、學習單和該學校所舉辦的英語成就測驗(英語段考)。研究方法含量化及質性分析，主要探討學習單對學生的三個英語學 習動機元素(autonomy, competence and relatedness)及英語成就表現的影響。 研究結果顯示高成就學生的主動性(autonomy)及中等成就學生的主動性(autonomy)、自我感知的英語能力(perceived competence)以及與同儕、老師間的相關性(relatedness)有提升。然而，低成就學生的三個英語學習動機元素則下降。另外，實驗組在該學校所舉辦的英語成就測驗的表現和對照組相比並無明顯差異。本研究最後對使用學習單提升學生內在或自主性學習動機在實際教學上的應用提供建議，以作為參考。 / Although motivation has been viewed as an important factor that affects second and foreign language acquisition, there isn’t much research investigating how to promote students’ intrinsic or more self-regulated motivation to learn English in test-oriented classroom settings. This study explores this area by complementing students’ regular English classes at school with the worksheets designed based on the self-determination theory. Furthermore, it also investigates whether students with the aid of the worksheets would outperform those not using the worksheets academically. For this research purpose, two classes of 60 eighth-graders in a public junior high school in northern Taiwan took part in this study. The two classes with similar social background and English academic performances were randomly classified into an experimental group and a control group. The experimental group was given a chance to preview the test questions which were printed on the worksheets distributed to them as the complementary material before the tests. The control group, on the other hand, was given the tests directly without the chance to preview the test questions. The experiment lasted for seven weeks, and the data were collected through three instruments, a questionnaire, the worksheets, and a school administered-achievement test. Both quantitative and qualitative research methods were adopted to probe into the influence of the worksheets upon the participants’ three motivational components, namely autonomy, competence, and relatedness as well as their academic performance on the achievement test. The study results indicate that the worksheets could help promote the high achievers’ autonomy and the middle achievers’ autonomy, competence perception and relatedness, but they did not exert positive effects on the low achievers. Furthermore, the experimental group didn’t outperform the control group on the school-administered achievement test. Some pedagogical implications were presented at the end of the thesis.

本研究旨在探究並比較小學學生及其英語教師對於有效外語教學之信念。在英語教室中，學生其及老師對於教學的看法有許多相同與相異之處，這些信念會直接或間接影響到教學的有效性。 本研究以問卷調查法進行，對象為台中市34名公立小學英語教師及其811位高年級學生，問卷內容改編自Brown(2009)自編問卷及教育部九年一貫課程綱要 (2007)。問卷回收後資料以統計軟體SPSS 18.0進行敘述性統計、獨立樣本t考驗、單因子變異數分析及薛費事後法分析，獲得結果簡述如下： 1.國小學生及其英語教師對於各項教學法抱持正向的態度。 2.在性別、課外學習經驗、學習英文時間早晚等因素影響下，會影響小學學生對於有效英語教學習的信念。 3.在文法教學上，學生及其教師均持正向態度，教師尤其偏愛歸納式教學。 4.在錯誤糾正上，學生認為教師須立即處理錯誤，但教師們允許適當的忽略。 5.在溝通式教學法上，學生及其教師均持正向態度，但學生對於小組互動的上課方式持較保留的態度。 6.在多元評量方面，學生及其教師均持正向態度，但學生們對於傳統紙筆測驗的看法高於教師們。 根據問卷調查結果，本研究最後提供教學上相關建議以供參考。 / The major purpose of the study is to identify elementary school students’ beliefs toward effective teaching and make a comparison to those of their teachers’. In language classrooms, the students and their English teachers may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs shows direct or indirect impacts on teaching effectiveness. A questionnaire was used to collect quantitative data from 34 English teachers and 811 students in public elementary schools in Taichung Area. The items in the questionnaire were mainly adapted from the model by Brown (2009) and the Instruction Guidelines issued by the Ministry of Education (MOE, 2007). In this study, statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with the post- hoc Scheffe test were used to analyze the collected data. The major findings are summarized as follows: 1.Elementary school students and teachers generally hold a positive attitude toward these teaching pedagogies. 2.The demographic variables of gender, extracurricular English learning experience and different length of prior English learning yield an effect on different students’ beliefs. 3.Elementary school students and teachers generally hold a positive attitude concerning Grammar Instruction; moreover, the teachers have more preference for inductive teaching. 4.Elementary school students and teachers generally hold a positive attitude concerning Error Correction; moreover, the students expect teachers to deal with their errors immediately, but their teachers tend to neglect error correction at times. 5.Elementary school students and teachers generally hold a positive attitude concerning Communicative Language Teaching; however, the students seem more hesitant to participate in group interactions in class. 6.Elementary school students and teachers generally hold a positive attitude concerning Multiple Assessments. Furthermore, the students appear to find more value in traditional paper- and- pencil tests than their teachers do. Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22523号 / 人博第926号 / 新制||人||221(附属図書館) / 2019||人博||926(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 塚原 信行, 教授 桂山 康司, 准教授 高橋 幸, 准教授 笹尾 洋介, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第18015号 / 教博第156号 / 新制||教||144(附属図書館) / 30873 / 京都大学大学院教育学研究科教育科学専攻 / (主査)准教授 佐藤 卓己, 教授 川崎 良孝, 教授 稲垣 恭子, 教授 山口 誠(関西大学) / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

本研究旨在探討四技二專英文科測驗與高職英文課程綱要之互動，分別從以下三方面來探討: 一、四技二專英文試題的發展歷程。二、高職英文課程綱要在不同階段的特色。三、四技二專英文科試題與高職英文課程綱要之互動。 本研究採試題定性分析法，以分析81年至97年四技二專英文科試題及76、87、95年教育部所頒布之高職英文課程綱要，同時參考相關之測驗、教學研究論文，探討四技二專英文科測驗與高職英文課程綱要之互動。主要發現如下： 第一， 81-87年四技二專英文科測驗的重點在於僅測驗學生單項的語言知識，且偏重學生的記憶力而非綜合分析的能力，題幹也較少提供足夠的情境及線索供受試者參考。測驗的重點與課程綱要在某方面有相呼應之處，例如著重文法及單項的語言知識；閱讀測驗的取材雖多樣化，設計卻有不當之處；另外, 課程綱要雖重視聽說讀寫技巧, 但測驗僅能測出讀的能力。 第二，88-89 年試題轉變為漸漸著重整合式試題及語言的使用，例如，發音及拼字不再出現，且因課程綱要鼓勵老師使用溝通式教學法，所以測驗的特質亦略具溝通式語文學習，取材的內容著重與生活相關。當時的課程綱要亦有此特色。然聽、說、寫能力並沒有被測驗出來，題幹所提供的線索不足，文法測驗停留於單句的測驗，都是與課程綱要不符合之處。 第三，90-97年為試題產生最大變革的階段，90年教育部成立技專校院入學測驗中心，負責命題、建立題庫、分析試題、開發新題型等工作。因此90年度之後考試題型固定，溝通式語文教學及測驗目標確定，多為整合式題型，題幹有足夠的線索及情境，整體理解重於局部理解。例如：文法測驗併入克漏字測驗, 閱讀測驗需應用閱讀策略。此時的課程綱要著重後設認知理論，要學生培養有效的學習策略，測驗有反應此特色。但聽、說、寫能力並沒有被測驗出來,這違反課程綱要的目標。 此研究結果對於四技二專英文科測驗及高職英文教學有相當的啟示，是值得投注更多關注與研究的領域。

隨著網路的發展，人們的閱讀習慣和閱讀行為一直不斷的進化與改變。過去的研究指出在這數位化的年代，更多的網路閱讀習慣的研究需要再進一步的進行與更新，以便英語教育者更加了解英文學習者如何使用網路幫助他們的英語學習。本研究欲探討大學生如何運用網路幫助他們的英語學習，此研究主要探索大學生英文網路閱讀的習慣以及他們對於英文網路閱讀的觀感。此外，此研究更進一步探討大一學生和大四學生在英文網路閱讀及觀感上是否有差異。 本研究採取質性研究，以北台灣兩所大學為例，參加本研究的學生一共有四十九位學生，分別有二十五位大四英文系學生以及二十四位大一英文系學生。資料收集主要採用焦點團體訪談的方式，以半結構式的方談方式採訪了十八組學生。學生的訪談資料收集後，將訪談內容轉為逐字稿以進行內容分析。 本研究主要發現，學生上網閱讀英文的主要目的是完成學校作業。學生喜歡在網路上閱讀和課業有關的文章、比較聳動以及容易記住、輕鬆的文章主題（例如：休閒活動和藝術）。學生也喜歡在網路上挑選比較簡短、比較具有信賴度和權威性的文章閱讀。根據網路上各種英語學習資源以及學生所提供的資料來分類，本文中整理出學生經常使用的英文學習網站，以供參考。此外，在網路上閱讀英文時，學生比較有動機閱讀有多媒體呈現的文章內容。當在網路閱讀英文時，遇到閱讀理解有問題，學生通常利用線上網路字典或是網路即時翻譯的功能，以幫助他們對文章的理解。 學生提出在網路閱讀英文有些缺點，包含缺乏靈活性、容易分心和迷失方向、提供過多的資訊、缺乏人體工學的考量。此外，學生也提出網路閱讀的優點。學生認為在網路閱讀可以讓他們省時、省錢的得到資訊、得到快速更新的資訊以及其他人的觀點、得到不同形式的資訊、與他人溝通、製作自己的閱讀檔案、增進英文學習、同時處理很多事務。學生也提出一些建議給有意願使用網路教學的的老師，以便老師能夠了解他們的真正的需求與困難。例如，他們希望老師能夠推薦他們有用的網站、教導他們網路搜尋技巧、並且能夠將網路的使用真正的融入課堂中。 本研究也發現大一學生和大四學生在網路閱讀習慣及觀感最主要的相異之處在於大四學生比大一學生習慣將英文融入他們的日常生活中，以便他們透過網路來增加學習英文環境的機會。此外，大四學生比較能夠有技巧性地運用網路資源，以解決他們在網路閱讀上遇到的問題。相反地，大一學生仍然需要老師教導他們一些技巧來解決在網路上閱讀所遇到的問題，以及教導他們如何分辨可信賴和不可信賴的網站。 希望本研究的發現可以讓教育者瞭解大學生如何使用網路來幫助他們的英語學習，以及網路的使用如何影響他們的閱讀習慣。文末進一步提出相關建議，作為教育學者們教學上的參考。 / With the advancement of the Internet, people’s reading habits and behaviors have been evolving and reshaped. Previous studies indicated that more research on reading habits in this digital age is necessary to be further investigated and updated to eke out EFL educators’ understanding of EFL learners’ uses of the Internet to facilitate their English learning. This study attempts to explore how undergraduate students use the Internet to facilitate their English learning by delving into their habits and perceptions of reading English on the Internet and whether there is any difference between undergraduate freshmen and seniors. The present study adopted a qualitative research method. The participants are forty-nine EFL English major undergraduates with twenty-five seniors and twenty-four freshmen from two universities in northern Taiwan. The major way to collect data is focus group interviews, which are semi-structured interviews with eighteen focus interview groups of the participating students. The interview data were transcribed in verbatim and analyzed in accordance with content analysis method. The major findings of the habits of reading English online revealed that the participants basically held positive attitude towards and grew into the habit of reading English on the Internet. They read English online for the purpose of doing schoolwork and they preferred reading contents related to their courses, with light topics such as leisure and art, with sensational and catchy topics, in short length, or with more reliability and authority. The English learning websites that the participants usually went to were also provided for pedagogical references. Moreover, the participants were much more motivated to read English online when the reading contents were accompanied with multimedia. Upon facing reading comprehension problems, they usually turned to online dictionaries or online instant translators to improve their understanding of the contents they were reading on the Internet. The students’ perceptions of disadvantages of reading online included inflexibility, distraction and disorientation, oversupply of information, and lack of ergonomic concerns. Apart from the disadvantages of reading English on the Internet, the participants put forth a number of valuable merits of reading online, including time and cost saving in gaining information, gaining rapidly-updated information, others’ perspective, accessing information in divers forms, interacting with others, making documents, benefiting English learning, and multitasking. As for the suggestions made to the teachers intending to integrate the Internet use into classes, the participants hoped that teachers could recommend them useful websites, teach them search skills, and infuse the Internet into the classroom setting. The major findings of the differences between the seniors and the freshmen were that the seniors were more accustomed to incorporating English language into their daily lives in order to increase more chances to immerse themselves in English learning environments through the Internet than the freshmen. In addition, the seniors were more resourceful in using the Internet to help themselves with problems they met while reading online. Contrarily, the freshmen still needed teachers’ training on how to solve their reading comprehension with more methods and on how to distinguish reliable websites from incredible ones. Finally, it is expected that the findings of this study can provide educators with more understanding about how undergraduates utilize the Internet to facilitate their English learning and how their reading habits are influenced by the widespread use of the Internet. Besides, a number of pedagogical implications and instructional suggestions are presented at the end of this thesis for educators’ teaching references.

由於國小新移民學童的逐年增加，研究新移民學童的學習情況有其必要性。本研究主旨在專門調查中台灣一所國民小學新移民學童的英語學習狀況。研究主要在探討：(1)新移民學童的英語學習成就；(2)新移民學童的英語學習態度；(3)新移民學童的英語學習成就與其英語學習態度之關係；(4)新移民學童學習英語所面臨的挑戰；(5)新移民學童對自己英語學習的看法；以及(6)教學現場的英語教師對新移民學童英語學習的看法。 本研究的研究對象為十四名五、六年級的新移民學童，並以六十名台灣學童做為比照。研究比較七十四名學童的英語成績，且所有七十四名學童完成一份英語學習態度量表。十四名新移民學童則參與一次訪談，兩名教學現場的英語教師也經歷一次訪談。研究所收集的資料經統計分析及質性分析後，所得的結果如下：(1)大部分新移民學童的英語學習成就不佳；(2)大部分新移民學童英語學習態度是正面的；(3) 新移民學童的英語學習成就與其英語學習態度並無相關性；(4)新移民學童面臨的英語學習挑戰不少，包括他們對不同英語老師的教學風格的適應能力、他們上英語課時產生的焦慮感及緊張感、他們不易牢記英語生字、他們不會寫英語作業、他們沒有辦法去上英語補習班等；(5)新移民學童大部分對自己的英語學習持樂觀看法；(6)英語教師對新移民學童的英語學習則持較悲觀看法。 根據本研究的發現，研究者在本研究報告最後提出數點建議及未來相關研究的研究方向。 / With the increasing of New Immigrant Children in elementary schools, studies to understand New Immigrant Children’s learning conditions become imperative. The purpose of this study was to investigate New Immigrant Children’s English learning conditions in an elementary school in central Taiwan. The study focused on exploring: (1) New Immigrant Children’s English learning achievement; (2) New Immigrant Children’s English learning attitudes; (3) The relationship between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children’s English learning challenges; (5) New Immigrant Children’s own perspectives about their English learning; (6) English teachers’ perspectives about New Immigrant Children’s English learning. The participants in this study included 14 New Immigrant Children in fifth and sixth grades, with 60 Taiwanese Children working as comparison. These 74 children’s English scores were compared, and they all responded to an English learning attitude scale. The 14 New Immigrant Children then underwent a group interview. Two English teachers were also interviewed. The data collected were then analyzed with statistical and qualitative analyses. The following results were drawn: (1) Most New Immigrant Children were English low-achievers; (2) New Immigrant Children’s English learning attitudes were generally positive; (3) No correlation was found between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children faced several challenges in learning English, including their adaption to different English teachers’ teaching styles, their feelings of anxiety and nervosity during English classes, their problems to memorize new words and do English homework, their not being able to go to English cram-schools, etc.; (5) New Immigrant Children in general were optimistic about their English learning; (6) English teachers in general were pessimistic about New Immigrant Children’s English learning. Based on the findings of this study, some implications were provided and several suggestions for further studies were offered at the end of the report.