第六章 結論
第二節 研究侷限及對未來研究之建議
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下對談者與敘事者之間的連結都是不可忽視的。因研究的場域與在場的觀眾會對 說故事者的敘事產生影響，所以不可依賴單一的文本，可以同時多方採集和比對 敘事資料，如：錄影、錄音檔等，研究者建議將之納入日後研究方法的範疇中。
研究應用方面，隨著科技日新月異，使用電腦軟體輔助分析資料並將資料視 覺化已成為現代趨勢。然而質性資料富含大量豐富的資訊、包含敘事者內在情緒 的轉折、挫折經驗所帶來的改變與反思；或外在形式展現的主題的選擇、主詞變 化等，每項細節都可能成為研究的重點，捕捉這些重點不僅極仰賴研究者敏銳的 觀察力，也需要經過多次訪談、多方的蒐集資料，以重覆驗證敘事的信靠度。比 起問卷資料在資料處理上更需要小心地分類，否則便會不小心疏漏或割裂了重要 資訊。本研究的貢獻在於結合學習自主相關理論與質性資料的實際案例，試圖推 導出一個模型，以達到捕捉敘事者在一個敘事場合中；敘事世界內外的互動細節，
並以簡明且條理分明的圖表同時針對三個面向：二語學習自主、說話者展現之言 談自主、觀眾反應，以及每段情節的時間和相應的敘事者身分認同的變化進行質 性資料的再編碼。此方法不僅能協助研究者一覽不同敘事者的敘事概況、了解敘 事現場的情形，也可以更全面的檢視各個團體互動細節，包含敘事者自我與時空 連結、他們的學習行動出現了什麼樣的變化、敘事過程中是表演性質比較強烈的 或是平實的，研究者可以精確地判讀曲線圖中的變化的區段（例：二語學習自主 為何出現連續密集的起伏、U 形低谷、或是完全沒有出現）進行再次檢證，有助 於提升研究的信靠度。有待更多研究者究者持續修正並將之應用於更多的敘事研 究場域中；或將方法優化以應用於質性資料分析軟體當中。
第二節 研究侷限及對未來研究之建議
研究侷限在於想要融合學習者自主理論與個案資料以形成視覺化模型乃是 很初步的嘗試，尚有許多不足之處。例如：從技術層面而言，僅使用普遍性較高 的Word 與 Excel 軟體繪製，在呈現上有所其限制，有待後續研究者更完善、更
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精確或是用更多元的形式呈現敘事資料，例如：比起二維平面，是不是三維立體 圖能更好的表達三項分開的概念？是否應該使用圖層概念？或者，除了使用曲線 圖表示外，是否要在圖上加入團體角色等等，有許多值得嘗試的可能。另外，目 前多見的學習者自主概念定義仍是以正面描述為主；負面的定義較少，通常是以 沉默、抗拒與消極不配合這幾類描述為主，較少討論不能自主所帶來的憤怒、衝 突或毀滅性等負向的決定，使得研究者在設計面向一模型時，除第一與第二層屬 於稍微負面的描述外，無更強烈負面的層次，或許是未來值得努力的方向。最後，
本研究以兩位年輕女性華語教師為主、團體當中也以女性居多數（十五位成員中 只有一位男性），不確知是否是因為女性言談中傾向以附和、同理的方式回應，
或是團體成員間熟悉程度所帶來的差異，關於其他性別或年齡群體的團體訪談形 式，是未來值得持續探索研究的方向。
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