運用Web 2.0數位說故事方法，以提升小學生 英語學習成就及動機

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劉國平(Kuo-ping Liu) 查詢紙本館藏

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論文名稱

運用Web 2.0數位說故事方法，以提升小學生英語學習成就及動機
(Exploring Elementary EFL Students’ Learning Achievement and Motivation with a Web 2.0 Digital Storytelling Approach)

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摘要(中)

許多以英語為外語學習的國家，為了提升學生英語學習的成就及動機，從小學階段就實施英語教學。因此，如何提升小學生英語學習成就及動機已獲得相當重視。近年來，在教室內運用數位說故事的方式，意即讓學生透過整合英語句子，繪圖及自己的英語錄音，創作出多元呈現的數位故事，成為學習英語的新方法。此外，近年來發展的Web 2.0技術，這個標榜能幫助使用者分享意見及互動的社會媒體，拓展了英語學習的可能性。雖然研究文獻支持Web 2.0數位說故事方式有其重要性及教育價值；但是，在小學生的英語課堂上運用Web 2.0數位說故事方式以協助小學生英語學習的實證性研究卻付之闕如。本研究發展Web 2.0數位說故事教學法並實施為期五個月的準實驗研究法，以驗證運用Web 2.0數位說故事方式是否能提升小學生的英語學習成就及動機。兩個班級隨意分派為Web 2.0數位說故事組(實驗組)及課堂講授(對照組)，兩組的學習成就測驗及動機問卷的量化研究，運用描述統計以分析兩組的學習成就及動機是否差異。使用皮爾森相關係數以探討Web 2.0數位說故事表現對英語學習成就及動機的重要性。研究結果顯示實驗組在學習成就及動機上均優於對照組；學生2.0數位說故事表現在學生的學習成就及動機上亦扮演重要角色。結論中提出，在以英語為外語學習的教室環境中，對於運用Web 2.0數位說故事以提升小學生學習英語學習成就及動機的堂活動提出建議。

摘要(英)

Several EFL (English as a Foreign Language) countries have introduced English language education at the elementary school level in order to cultivate students’ basic abilities and their interest in learning English. How to enhance elementary EFL students’ achievement and motivation has thus been receiving much attention. Recently, the use of digital storytelling in classrooms provides a strategy for EFL students to bring together written English sentences, drawings, and the students’ own narration into their own multimodal representations. Besides, Web 2.0 technology, describing social media that allow users to share and interact with each other, brings new dimensions to EFL learning. Although research supports the significance and educational value of using Web 2.0 digital storytelling approaches, empirical studies of using such an approach in elementary EFL contexts are scarce. This study develops a Web 2.0 digital storytelling approach and conducts a five-month quasi-experimental study to determine whether it can enhance EFL elementary school students’ English skills and motivation. Two intact classes were randomly assigned as the Web 2.0 digital storytelling (experimental) group and lecture-oriented (control) group. The quantitative analyses of the learning tests and motivation questionnaires were conducted through descriptive statistics in order to indicate the difference in the two groups’ achievement and motivation. Also, Pearson’s correlation was conducted to evaluate how Web 2.0 digital storytelling performance plays a role in students’ English learning and motivation. The results of this study show that the experimental group outperformed the control group in both learning and motivation. Also, the participants’ storytelling performance plays a critical role in their learning and motivation. To conclude, a set of recommendations for pedagogical applications of a Web 2.0 digital storytelling for development of students’ achievement and motivation in elementary EFL classrooms is provided.

關鍵字(中)

★ Web 2.0數位說故事
★ 以英語為外語學習的小學生
★ 口語流暢度
★ 動機
★ 故事評分表

關鍵字(英)

★ Web 2.0 digital storytelling
★ elementary EFL classroom
★ oral reading fluency
★ motivation
★ story rubric

論文目次

Abstract i
中文摘要 iii
謝辭 iv
Table of Contents v
List of Tables viii
List of Figures ix
Chapter 1 Introduction 1
1-1 Background of Elementary EFL Classroom 1
1-2 Web 2.0 Technology 5
1-3 Storytelling in EFL Learning 7
1-4 Web 2.0 Digital Storytelling in Elementary EFL Classroom 9
1-5 Research Questions 11
1-6 Definition of Terms 12
1-7 Organization 14
Chapter 2 Literature Review 16
2-1 Implementation of Web 2.0 for EFL Use 16
2-2 The implementation of Digital Storytelling for Educational Use 18
2-2-1 Theoretical Background of Digital Storytelling 18
2-2-2 Digital Storytelling in Digital Age 19
2-3 Three Main Digital Storytelling Approaches 21
2-3-1 Typical Digital Storytelling 21
2-3-2 Digital Storytelling with Tangible Avatars 22
2-3-3 Digital Storytelling with Virtual Avatars 23
2-4 Digital Storytelling in EFL Context 24
2-4-1 Digital Storytelling and Learning Achievement in EFL Context 25
2-4-2 Digital Storytelling and Motivation in EFL Context 27
2-4-3 Brief Summary of Digital Storytelling in EFL Context 29
Chapter 3 Method 30
3-1 The Web 2.0 digital storytelling approach 30
3-1-1 Activity Design 30
3-1-2 Web 2.0 Digital Storytelling Interface 34
3-1-3 Designed Rubric 38
3-2 Participants 48
3-3 Procedure 49
3-4 Instrument 51
3-5 Data Analysis 58
Chapter 4 Results 66
4-1 Learning Achievement Test Result 66
4-2 Questionnaire Result 67
4-3 Storytelling Performance 69
4-4 Correlation 76
4-4-1 The Correlation between the Web 2.0 Digital Storytelling Performance and Prior Achievement 76
4-4-2 The Correlation between the Web 2.0 Digital Storytelling Performance and the Posttest 76
4-4-3 The Correlation between the Web 2.0 Digital Storytelling Performance and Motivation 78
4-5 Student’s Storytelling Process 79
4-5-1 Story Base 80
4-5-2 Recording Process 86
4-5-3 Classroom Observation and Interview 87
Chapter 5 Discussion 90
5-1 Learning Achievement 90
5-2 Motivation 93
5-3 Storytelling Performance 95
5-4 The Correlation 99
5-4-1 The Correlation between the Web 2.0 Digital Storytelling Performance and Prior Achievement 99
5-4-2 The Correlation between the Web 2.0 Digital Storytelling Performance and Posttest 100
5-4-3 The Correlation between the Web 2.0 Digital Storytelling Performance and Motivation 104
5-5 Student’s Storytelling Creating Process 107
5-5-1 Story Base 107
5-5-2 The Recording Process 109
Chapter 6 Conclusion and Implication 111
References 116
Appendix 1 Academic achievement test 128
Appendix 2 Questionnaire 129
Appendix 3 Questionnaire 131
Appendix 4 Questionnaire 133
Appendix 5 Rubric (Chinese) 135
Appendix 6 Textbook Content 136

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指導教授

劉晨鐘

審核日期

2014-6-10

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