目前國內針對英語學習的研究，大部分皆以學生的學習成就作為依變項，來探究英語學習 過程中自變項的影響。然而，先前的研究少有針對科技大學學生的英語學習效能作深入研究與探 討，因此，針對科技大學學生的學習特性與需求，編製一份適合的用於調查科技大學英語課堂中 學習效能之量表是有其必要性的。本研究根據相關理論與文獻，根據洪寶蓮(1992）、朱錦鳳 (2000）、吳淑禎與李咏吟（2007）Newton、 Kim、Wilcox與Yeager (2007）等人量表及相關文 獻，編製分為學習專注、完成目標、適應調整、資源運用等四個層面的英語學習效能量表，再經 過11位專家內容效度以及預試後，編製完成共15個題項，再加入一題不記分的效度檢核題，最後 完成具有良好信、效度的「科技大學學生英語學習效能量表」16題，藉此作為相關研究的研究工 具，以加強教師對學生英語學習效能認知與協助學生學習效能提升技巧。

Most studies of English learning focuses on learning achievement as a dependent variable rather than learning effectiveness to understand some independent variables. Through an overview of literature related to this topic, few studies that focused on students at technology universities were found. Therefore, a need was perceived to construct a scale to investigate English learning effectiveness in English classrooms at technology universities. The scale in this study was developed by the following procedures. First, the researchers developed a scale based on the literature and previous studies, such as Hong (1992), Chu (2000), Wu and Lee (2007), and Newton, Kim, Wilcox and Yeager (2007), and then, 11 experts from Applied Linguistics and related education fields helped to review the items of the scale. Finally, after this pilot study, the reliability and validity of the scale were analyzed. As a result, “English Learning Effectiveness Scale of Students at Technology Universities” was developed. The 15 items, with another one validity testing item, on the scale are divided into four categories: learning concentration, goal attainment, learning adjustment, and resort to resources. It is hoped that this scale, which was found to have good reliability and validity, will be a useful tool for future studies in this field, and will help to enhance teachers’ understanding of English learning effectiveness of learners and to improve learners’ skills of learning effectiveness.