探討多媒體註記與搜尋對於英文字彙學習成效之影響-以高職為例

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：148

、訪客IP：18.221.146.223

姓名

紀羽軒(Yu-Hsuan Chi) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

探討多媒體註記與搜尋對於英文字彙學習成效之影響-以高職為例

相關論文

★ 同步表演機器人之建構與成效評估	★ 探討國小學童使用電子書多媒體註記系統結合註記分享機制對其學習行為與時間之影響
★ 先備知識對註記式多媒體電子書的影響研究：從個別環境到分享環境	★ Facilitating EFL speaking and writing with peer-tutoring and storytelling strategies in authentic learning context
★ An investigation into CKEL-supported EFL learning with TPR to reveal the importance of pronunciation and interactive sentence making	★ Investigation of Facilitating Physics Learning using Ubiquitous-Physics APP with Learning Map and Discussion Board in Authentic Contexts
★ 智慧互動SmartVpen在真實情境對於英文學習之影響	★ 利用合作虛擬化的網絡設計輔助計算機網路學習
★ 探討擴展合作式多媒體認知理論和其對EFL聽力與口語能力之影響 - 結合動覺辨識和學習者設計內容之猜謎遊戲	★ 在真實情境中利用智慧機制提升國小學生之外語口說及對話能力之評估
★ 探討在真實情境下教師回饋對學習認知與學習持續性之影響	★ 註釋、對話代理和協作概念圖支持大學生議論文寫作和後設認知的培養
★ Developing and Validating the Questionnaire and Its Model for Sustainable and Scalable Authentic Contextual Learning Supported by Mobile Apps	★ 探討個人化、情境化及社會化的智慧機制輔助真實情境國小幾何學習與其對學習成效之影響
★ Investigation of smart mechanisms for authentic contextual learning with sensor and recognition technologies	★ 探討智慧回饋如何影響學習時眼動和觸控操作的表現-以 Covid-19 快篩模擬為例

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

在目前科技進步，資訊發達的時代，國際間已儼然是一個地球村，彼此間競爭日益激烈，若僅會本國語言，對於提升自我的競爭能力是不足夠的，故學習第二種外語言能力就成為培養競爭能力重要工具之一。然而台灣的高職教育體系，普遍存在學習者學習英文動機低落，學習狀況不佳，英文能力較差的狀況，老師在教學上越顯得無力。提升學習者英文能力，閱讀和單字量是兩個重要的關鍵，單字更是語言的基礎，對於語言學習而言是最重要的，但卻是最無趣且困難。有鑑於此，本研究發展一套具有搜尋、註記、自主性學習等功能之多媒體平台，建置「影片搜尋式學習法」、「搜尋老師與同儕所提供的註記內容學習法」兩個學習法，提供學習者自主性學習，可以在無同儕壓力之下，依照自己的英文能力，透過搜尋單字解釋之影片、老師與同儕註記內容、Google翻譯字典之連結等方式學習單字，能迅速、方便且有趣的搜尋到正確單字解釋並加以註記，也提升學習者的學習動機，及強化對於單字的記憶及理解。
本研究以某國立高職一年級兩個班級作為實驗對象，共75位女生，為期四周的實驗，實驗期間施於不同的學習法，以探討不同學習法干預後學習者之學習成效差異性，並進一步探討實驗組之學習行為與學習成效間的相關性。研究結果顯示，接受兩個學習法後之英文學科測驗成績及單字註記量，實驗組皆顯著優於控制組；接受兩種不同的學習法干預後的低成就學習者其文字註記量比高成就學習者多，且文字註記量越多成績進步量越顯著，惟低成就學習者成績仍低於高成就學習者。多數實驗組的學生皆認為多媒體註記與搜尋平台使用容易、有趣；可依照個人進度重複學習，不用擔心趕不上其他同儕之學習進度；在學習過程中，學習者注意力會提高；能加深學習者對於單字解釋及單字記憶；能提升學習者的信心及學習動機。由此推知，本研究搜尋機制能有效增加高職女生英文字彙量，有助於提升學習動機及英文能力。

摘要(英)

With the advancement of technology and development of information, the world has become a global village. As competition intensifies, it is not enough for one to be able to speak only his mother tongue if he is to increase his competitiveness. Therefore, the ability to learn a foreign language has become an important tool for cultivating competitive ability. However, in the vocational high schools in Taiwan, the desire among the students to learn English remains pervasively low, which has led to poor learning results and lower English proficiency as teachers become very frustrated. To improve English learning effectiveness, reading and vocabulary power are the two keys. Especially the vocabulary forms the basis of a language and is the most important for language learning. However, vocabulary learning is boring and difficult in many cases. For this reason, this study develops a multimedia annotation search platform and creates the two learning methods of "video search" and "search annotated content provided by teachers and peers", providing learners with self-regulated learning possibilities. This system allows the learners to learn vocabulary through the movies, content annotated by the teacher and peers without peer pressure and base on their English level, and Google Translate and Dictionary links and mutual assessment of peer-annotated content, etc. They can learn words in a quick and easy and interesting way to find the correct vocabulary definition. As a result, the motivation to learn will be boosted and the memory and comprehension of vocabulary will be strengthened.
The subjects this study came from two first-grader classes of a national vocational high school with a total of 75 girls for a four-week experiment. Different learning methods were applied during the experiment period in order to observe the differences in the effectiveness of these methods on the learners and further explore the relevance between the learning behavior and learning outcomes of the experimental group.
The results showed that the experimental group was significantly better than the control group in English tests, and amount of annotated words after receiving the intervention of the two English learning methods after the test scores and the low achievers had more vocabulary annotation than the high achieving learners after the intervention and the more vocabulary annotation ensued more significant progress in the academic performance. However, the low-achieving learners still had lower grades than the high-achieving ones. Most of the subjects in the experimental group considered the multimedia annotation platform to be easy to use and fun; repeatable based on personal progress without worrying about keeping up with the peers’ learning progress; improving the learners’ concentration in the learning process; deepening the learners’ explanation and memory of words; enhancing the learners′ confidence and motivation. It is thus inferred that this search study system can effectively increase the vocabulary of the vocational high students and is helpful in uplifting the learning motivation and English proficiency of the learners.

關鍵字(中)

★ 外語學習
★ 搜尋
★ 自主性學習
★ 高職教育

關鍵字(英)

★ Foreign language learning
★ Search
★ Self-regulated learning
★ Vocational education

論文目次

中文摘要 i
Abstract ii
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的與待答問題 4
1.3 研究限制 5
第二章文獻探討 6
2.1 網頁搜尋英文學習活動 6
2.1.1 網頁搜尋與學習 6
2.1.2 英文單字搜尋工具 8
2.2 網頁註記系統 10
2.2.1 註記系統 10
2.3 高職生英文能力 13
2.3.1 高職生英文學習 13
2.3.2 高職生的英文學習態度 15
2.4 自主性學習 17
2.5 學習動機 18
2.6 同儕互評 20
第三章系統設計與實作 23
3.1 系統設計 23
3.2 「影片搜尋式學習法」之系統設計 24
3.2.1 教學影片設計 24
3.2.2 超連結Google翻譯字典，搜尋單字解釋之功能 25
3.2.3 不懂字義之單字進行文字註記之功能 26
3.2.4 觀看同儕的文字註記內容之功能 27
3.3 「搜尋老師與同儕所提供的註記內容學習法」之系統設計 28
3.3.1 搜尋老師與同儕註記內容之功能 28
3.3.2 超連結Google翻譯字典，搜尋單字解釋之功能 30
3.3.3 不懂字義之單字進行文字註記之功能 31
3.3.4 評價同儕註記內容之功能 31
3.3.5 觀看同儕的文字註記內容之功能 32
3.3.6 可反覆觀看教學影片之功能 33
第四章研究方法 34
4.1 研究架構 34
4.2 研究流程 36
4.3 研究對象與時間 38
4.4 實驗設計 39
4.5 研究工具 41
4.5.1 多媒體註記與搜尋平台 42
4.5.2 前測1測驗量表 42
4.5.3 前測2測驗量表 42
4.5.4 後測1測驗量表 43
4.5.5 後測2測驗量表 43
4.5.6 開放性問卷 43
4.6 訪談 45
4.7 資料蒐集 45
4.8 資料處理 46
第五章結果分析與結論 48
5.1 實驗組與控制組學習成效之分析 48
5.1.1 樣本基本資料描述 48
5.1.2 不同學習方式教學法之學習成效分析 48
5.2 實驗組與控制組學習行為之分析 50
5.2.1 學習者在「影片搜尋式學習法」與「傳統式影片教學法」之學習行為分析 51
5.2.2學習者在「搜尋老師與同儕所提供的註記內容學習法」與「傳統式影片教學法」之學習行為分析 52
5.3 學習者使用本系統學習成效分析 53
5.3.1 學習者在「影片搜尋式學習法」之學習行為與學習成效分析 54
5.3.2學習者在「搜尋老師與同儕所提供的註記內容學習法」之學習行為與學習成效分析 55
5.4 學習者使用本系統學習者之學習行為分析 57
5.4.1 學習者在「影片搜尋式學習法」之學習行為分析 57
5.4.2 學習者在「搜尋老師與同儕註記內容之學習法」之學習行為分析 61
5.5 學習者的學習行為對於成績進步量之預測能力分析 66
5.5.1 「影片搜尋式學習法」學習行為對於成績進步量之預測能力分析 66
5.5.2 「搜尋老師與同儕所提供的註記內容學習法」學習行為對於成績進步量之預測能力分析 67
5.5.3 「影片搜尋式學習法」學習行為對於後測1之預測能力分析 68
5.5.4 「搜尋老師與同儕所提供的註記內容學習法」學習行為對於後測2之預測能力分析 69
5.6 問卷分析 70
5.6.1 科技接受模型(TAM) 70
5.6.2 凱勒學習動機(ARCS) 78
5.7 意涵與建議 86
第六章結果與建議 88
6.1 結論 88
6.2 未來工作與建議 92
第七章參考文獻 94
附錄一前測1試卷 104
附錄二前測2試卷 107
附錄三後測1試卷 110
附錄四後測2試卷 114
附錄五科技接受模型TAM問卷 119
附錄六 ARCS凱勒學習動機問卷 123
附錄七開放性問卷 126

參考文獻

中文部分
于第, & 王秀惠. (2002). 技術學院學生網路使用行為之調查研究─ 以景文技術學院為例: 景文技術學院學報.
古豪坤. (2000). 網路學習課程與資源分類系統之研究.
朱敬先. (1997). 教育心理學-教學取向, 五南圖書出版有限公司, 台北.
吳武典, 陳美芳, & 蔡崇建. (1985). 國中資優班學生個人特質, 學習環境與教育效果之探討. 特殊教育研究學刊.
李咏吟, & 單文經. (1997). 教學原理. 台北: 遠流.
李宜儒. (2013). 高職生的學習態度與學習策略之研究.
杜佳安. (2008). 高職學生英語學習態度與學習困擾之研究. 未出版之碩士論文,國立彰化師範大學工業教育與技術學系，彰化縣.
卓宜青. (2000). 網路化學習歷程檔案系統及同儕評量.
周克謙. (2013). 體感科技支持全肢體反應教學法應用於高中英語教學之成效.
官淑如. (1997). 綜合高中學生學習態度及其相關因素之研究. 國立台灣師範大學工業教育研究所碩士論文.
林立凱. (2014). 探討無所不在幾何學習系統與其對幾何學習及量測估算的影響; The effect of ubiquitous geometric learning system on geometric learning and measurement estimation ability.
林邵珍. (2003). 運用 ARCS 動機設計模式之生活科技教學. 生活科技教育月刊.
林珊如、楊國蠡、劉旨峰、袁賢銘. (2001). 工業職業學校組合語言程式設計推行同儕互評的個案研究：互評效度及學生態度. 技術學刊, 613-623.
林熙禎, & 許盛貴. (1999). 網際網路資料搜尋之研究. MIC 資策會報導.
邱健成. (2012). 探討數位影片註記對於學習成效的影響.
金武昌. (2005). 影響高級職業進修學校學生學習態度之研究.
施玉惠, 林茂松, 黃崇術, & 葉健芬. (2000). 四技二專英文考試對高職英文教學之影響.
施良方. (1996). 學習理論: 學者心理學的理論與原理. 高雄: 麗文文化事業股份有限公司.
柳雅梅. (2002). 檔案評量在高職英文戲劇教學運用之個案研究. 師大學報: 教育類.
洪志毅. (2000). 依據搜尋引擎特性作選擇以改善匯總式搜尋之品質.
唐璽惠. (1989). 高中生英語學習動機, 態度, 師生互動, 親子關係與英語科成就之相關研究.
孫敏芝. (2008). 增進低成就學生學習成效的教學設計.
張春興. (2007). 教育心理學: 三化取向的理論與實踐 (重修二版). 臺北市: 東華.
張秋明. (1997). 台北市試辦學年學分制高職學生學習態度與學習困擾之研究: 國立彰化師範大學工業教育學系碩士論文, 未出版, 彰化縣.
張淵程. (2000). 高級職業學校全面實施學年學分制學生學習態度之研究.
張新仁. (1980). 國中學生學習行為--學習方法, 學習習慣, 學習態度之研究.
張瑞村. (1994). 高級職業進修補習學校學生學習技巧與學業成績關係之研究.
張德銳. (1985). 台北市國民中學三年級學生次級文化與違規犯過行為的關係.
張錦弘. (2006). 統測英文—高職生 86%不及格. 聯合報，C7 版.
許育楨. (2001). 導入學習型組織對學生英語文學習成就影響之研究-以高職英文科教師為例. 國立台灣科技大學管理研究所碩士論文, 民國九十年.
許意苹. (2007). 國小高年級學生網路資訊搜尋課程發展與成效之研究. 淡江大學教育科技學系碩士在職專班學位論文, 1-132.
郭麗玲. (2000). 自我導向學習理論與模式. 於<< 社會教育學刊, 29, 1-34.
陳淳麗. (2003). 國小英語師資訓練手冊: 師德企管顧問公司出版發行.
陳慶帆, 許意苹, & 林敏慧. (2006). 國小五年級學生網路資訊搜尋之研究.
喻文玟. (2006). 英文不好，不是他們的原罪. 聯合報，C7 版.
黃武元、王錦裕、朱永方. (2005). 未來無間斷學習歷程的紀錄、追蹤和應用. 台灣數位學習展研討會.
黃思芸. (2005). 高職學生國文科學習態度與學習困擾之研究: 國立雲林科技大學技術及職業教育研究所碩士論文, 未出版, 雲林縣.
黃富順. (1989). 成人心理與學習.
黃慕萱. (2001). 成人讀者之資訊尋求行為. 臺北市立圖書館館訊, 19(2), 8-23.
楊育芬. (1996). 英文學習不振之原因診斷: 人文及社會學科教學通訊.
楊坤堂. (1997). 低成就學生的學習輔導策略. 教育實習輔導, 3(2), 53-60.
楊富媚. (1995). 英語遊戲教學演示紀要. 菁莪, 43-55.
溫世頌. (1997). 教育心理學: 三民書局股份有限公司.
溫明正. (2000). 資訊科技融入各科教學之應用. 教學科技與媒體. 頁, 54-61.
詹餘靜. (1999). 從教學法的沿革談有效的國小英語教學. 教師之友, 40(2), 7-23.
賈馥茗. (1995). 教育心理學: 空中大學.
廖文韻. (2009). 高職生英語學習動機, 學習態度, 自我效能與學習成就關係之研究: 以台北市高職學校為例 (未出版之碩士論文). 國立花蓮教育大學, 花蓮縣.
廖佳紅. (2003). 綜合高中學生學習態度與學習困擾之研究. 國立彰化師範大學工業教育研究所碩士論文 (未出版).
蔡典謨. (2003). 協助孩子反敗為勝----他不笨, 為什麼表現不夠好?
蔣佩珊. (2004). 英語為外國語學習者之字彙量與其閱讀理解能力之關聯 (The relationship between EFL learners’ vocabulary size and reading comprehension): 高雄師範大學英語學系碩士論文, 未出版, 高雄.
蕭玉禎. (2007). 能力分組對台灣國中生之英語學習動機與成就之影響.
蕭純如. (2009). 網路同儕互評應用於藝術設計領域之研究-以「電腦動畫」課程為例. 國立嘉義大學教育科技研究所碩士論文，未出版，嘉義。.
賴麗貞. (2007). 高中職學生人格特質與學習態度關係之研究-以彰化地區為例.
謝秀美. (1998). 我國高工英文教科書使用現況及教師意見調查之研究: 彰化師範大學工業教育學系碩士論文.
謝寶煖. (2000). 網站搜尋 e 網打盡: 當滑鼠遇上知更鳥. 台北縣中和市: 華文網, 民國 89 年.
韓子祥. (2008). 英語學習動機與英語學習成效關係之探討. 空軍軍官雙月刊, 74-86.
羅家駿, 曹忠學, & 葉修文. (2005). 電子文件之線上註記系統發展與閱讀教學應用. 中原學報 (人文及社會科學系列), 33(2), 193-214.
蘇滿莉. (2002). 職業取向學生及學院取向學生之英語學習態度, 動機及策略之比較.
蘇靜怡. (2007). 英語創造思考教學方案對國中學生創造力, 學習態度及學業成就之影響. 臺灣師範大學創造力發展碩士在職專班學位論文, 1-306.

英文部分
Agosti, Maristella, Bonfiglio-Dosio, Giorgetta, & Ferro, Nicola. (2007). A historical and contemporary study on annotations to derive key features for systems design. International Journal on Digital Libraries, 8(1), 1-19.
Agosti, Maristella, & Ferro, Nicola. (2005). Annotations as context for searching documents Context: Nature, Impact, and Role (pp. 155-170): Springer.
Ajzen, Icek, & Fishbein, Martin. (1972). Attitudes and normative beliefs as factors influencing behavioral intentions. Journal of personality and social psychology, 21(1), 1.
Asher, James J. (1972). Children′s First Language as a Model for Second Language Learning1. The Modern Language Journal, 56(3), 133-139.
Aust, Ronald, Kelley, Mary Jane, & Roby, Warren. (1993). The use of hyper-reference and conventional dictionaries. Educational Technology Research and Development, 41(4), 63-74.
Barker, Joe. (2002). Recommended Search Strategy: Analyze your topic & Search with peripheral vision [Internet]. UC Berkeley Library, 3 September 2002 [cited 16 September 2003].
Belkin, Nicholas J. (1980). Anomalous states of knowledge as a basis for information-retrieval. Canadian Journal of Information Science-Revue Canadienne Des Sciences De L Information, 5(MAY), 133-143.
Bilal, Dania, & Kirby, Joe. (2002). Differences and similarities in information seeking: children and adults as Web users. Information processing & management, 38(5), 649-670.
Boud, David, Cohen, Ruth, & Sampson, Jane. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education, 24(4), 413-426.
Brown, Ann L, Bransford, John D, Ferrara, Roberta A, & Campione, Joseph C. (1983). Learning, remembering, and understanding. Paper presented at the In P. Mussen (Ed.), Handbook of Child Psychology.
Brown, Ann L, & Smiley, Sandra S. (1978). The development of strategies for studying texts. Child Development, 1076-1088.
Brown, H Douglas. (2000). Principles of language teaching and learning. White Plains, NY: Longman.
Brown, Peter J., & Brown, Heather. (2006). Integrating reading and writing of documents. Journal of Digital Information, 5(1).
Campbell, Dermot F, McDonnell, Ciaran, Meinardi, Marti, & Richardson, Bunny. (2007). The need for a speech corpus. ReCALL, 19(01), 3-20.
Carter, Ronald. (1998). Vocabulary: Applied linguistic perspectives: Psychology Press.
Chen, Chia-Chen, & Huang, Tien-Chi. (2012). Learning in a u-Museum: Developing a context-aware ubiquitous learning environment. Computers & Education, 59(3), 873-883.
Corno, Lyn. (1986). The metacognitive control components of self-regulated learning. Contemporary educational psychology, 11(4), 333-346.
Cunningham, Sally Jo, & Knowles, Chris. (2005). Annotations in an academic digital library: the case of conference note-taking and annotation Digital Libraries: Implementing Strategies and Sharing Experiences (pp. 62-71): Springer.
Dang, Thanh-Dung, Chen, Gwo-Dong, Dang, Giao, & Li, Liang-Yi. (2013). RoLo: A dictionary interface that minimizes extraneous cognitive load of lookup and supports incidental and incremental learning of vocabulary. Computers & Education, 61, 251-260.
Davis, Fred D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
Dervin, Brenda, & Nilan, Michael. (1986). Information needs and uses. Annual review of information science and technology, 21, 3-33.
Dochy, FJRC, Segers, Mien, & Sluijsmans, Dominique. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher education, 24(3), 331-350.
Eggen, Paul D, & Kauchak, Don. (1993). Educational psychology: Classroom connections: Simon & Schuster Books For Young Readers.
Ekstrand, Lars H. (1976). Social and Individual Frame Factors in L2 Learning: Comparative Aspects.
England, Lizabeth. (1982). The Role of Integrative Motivation in English as a Second Language Learning Among a Group of Foreign Students in the United States.
Falchikov, Nancy. (1995). Peer feedback marking: developing peer assessment. Programmed Learning, 32(2), 175-187.
Flowerdew, Lynne. (2012). Exploiting a corpus of business letters from a phraseological, functional perspective. ReCALL, 24(02), 152-168.
Gardner, Richard C. (1990). Attitudes, motivation, and personality as predictors of success in foreign language learning. Language aptitude reconsidered, 179-221.
Gardner, Robert C, & Lambert, Wallace E. (1972). Attitudes and Motivation in Second-Language Learning.
Gonzalez, Orsini, & Gonzales, Orsini. (1999). Building vocabulary: Dictionary consultation and the ESL student. Journal of Adolescent & Adult Literacy, 264-270.
Graddol, David. (2006). English next (Vol. 62): British Council London.
Guglielmino, Lucy M. (1978). Development of the Self-Directed Learning Readiness Scale. ProQuest Information & Learning.
Gui, S. (1985). A survey analyses of the English majors’ vocabulary size in China. modern foreign languages, 1-6.
Guilherme, Manuela. (2007). English as a global language and education for cosmopolitan citizenship. Language and Intercultural Communication, 7(1), 72-90.
Hancock, Dawson R. (1994). Motivating adults to learn academic course content. The Journal of Educational Research, 88(2), 102-108.
Hanrahan, Stephanie J, & Isaacs, Geoff. (2001). Assessing self-and peer-assessment: The students′ views. Higher education research and development, 20(1), 53-70.
Harvey, Keith, & Yuill, Deborah. (1997). A study of the use of a monolingual pedagogical dictionary by learners of English engaged in writing. Applied Linguistics, 18(3), 253-278.
Hidi, Suzanne, & Anderson, Valerie. (1986). Producing written summaries: Task demands, cognitive operations, and implications for instruction. Review of educational research, 56(4), 473-493.
Hill, Janette R. (1999). A conceptual framework for understanding information seeking in open-ended information systems. Educational Technology Research and Development, 47(1), 5-27.
Hsieh-Yee, Ingrid. (2001). Research on Web search behavior. Library & Information Science Research, 23(2), 167-185.
Hsu, JM. (1986). Attitude, motivation and achievement in EFL: A case study of Chinese junior high school students. Taipei: The Crane Publishing Co.
Huckin, Thomas. (1995). Second Language Reading and Vocabulary Learning.
Huckin, Thomas, & Coady, James. (1999). Incidental vocabulary acquisition in a second language. Studies in second language acquisition, 21(02), 181-193.
Hui, Wendy, Hu, PJ‐H, Clark, Theodore HK, Tam, Kar Yan, & Milton, John. (2008). Technology‐assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning. Journal of Computer Assisted Learning, 24(3), 245-259.
Hunt, Alan, & Beglar, David. (2002). Current research and practice in teaching vocabulary. Methodology in language teaching: An anthology of current practice, 258-266.
Hwang, Wu-Yuin, Wang, Chin-Yu, & Sharples, Mike. (2007). A study of multimedia annotation of Web-based materials. Computers & Education, 48(4), 680-699.
Hwang, Wu‐Yuin, Chen, Nian‐Shing, Shadiev, Rustam, & Li, Jin‐Sing. (2011). Effects of reviewing annotations and homework solutions on math learning achievement. British Journal of Educational Technology, 42(6), 1016-1028.
Hwang, WY. (2011). F, LY, H, LH, & M, HY (2011). A Study of E-readers with Multimedia Annotation to Help Elementary School Students Learning with Parental Involvement. ICCE.
Jakobovits, Leon A. (1970). Foreign Language Learning; A Psycholinguistic Analysis of the Issues.
Keller, JM. (1983). Motivational design of instruction. In CM Reigeluth (Ed.). Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Erlbaum. Keller, JM (1987a, Oct.). Strategies for stimulating the motivation to learn." Performance and Instruction, 26(8), 1-7.
Keller, John M. (1987a). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Keller, John M. (1987b). Strategies for stimulating the motivation to learn. Performance+ Instruction, 26(8), 1-7.
Knowles, MS. (1975). Self Directed Learning New York: association Press.
Krikelas, James. (1983). Information-Seeking Behavior: Patterns and Concepts. Drexel library quarterly, 19(2), 5-20.
Kuhlthau, Carol C. (1991). Inside the search process: Information seeking from the user′s perspective. JASIS, 42(5), 361-371.
Kuhlthau, Carol Collier. (1988). Developing a model of the library search process: Cognitive and affective aspects. RQ, 232-242.
Kulik, James A, & Kulik, Chen-Lin C. (1988). Timing of feedback and verbal learning. Review of educational research, 58(1), 79-97.
Laufer, Batia. (1997). The lexical plight in second language reading: Words you don′t know, words you think you know and words you can′t guess Second language vocabulary acquisition: A rationale for pedagogy (pp. 20-34).
Leffa, Vilson J. (1992). Making foreign language texts comprehensible for beginners: An experiment with an electronic glossary. System, 20(1), 63-73.
Lieberman, J.N. (1977). Playfulness : Its Relationship to Imagination and Creativeity.
Lin, Sunny SJ, Liu, Eric Zhi-Feng, & Yuan, Shyan-Ming. (2001). Web‐based peer assessment: feedback for students with various thinking‐styles. Journal of Computer Assisted Learning, 17(4), 420-432.
Liou, Hsien-Chin. (2000). The electronic bilingual dictionary as a reading aid to EFL learners: Research findings and implications. Computer Assisted Language Learning, 13(4-5), 467-476.
Liu, EZ-F, Lin, Sunny SJ, Chiu, Chi-Huang, & Yuan, Shyan-Ming. (2001). Web-based peer review: the learner as both adapter and reviewer. Education, IEEE Transactions on, 44(3), 246-251.
Liu, Min, Moore, Zena, Graham, Leah, & Lee, Shinwoong. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990–2000. Journal of Research on Technology in Education, 34(3), 250-273.
Lotherington, Heather, Holland, Michelle, Sotoudeh, Shiva, & Zentena, Mike. (2008). Project-based community language learning: Three narratives of multilingual story-telling in early childhood education. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 65(1), 125-145.
MacAlpine, JMK. (1999). Improving and encouraging peer assessment of student presentations. Assessment & Evaluation in Higher Education, 24(1), 15-25.
MacFarlane, AGJ. (1992). Teaching and learning in an expanding higher education system. Edinburgh, Committee of Scottish University Principals.
Marshall, Catherine C. (1997). Annotation: from paper books to the digital library. Paper presented at the Proceedings of the second ACM international conference on Digital libraries.
McConnell, David. (1999). Examining a collaborative assessment process in networked lifelong learning. Journal of Computer Assisted Learning, 15(3), 232-243.
McKeown, Margaret G. (1993). Creating effective definitions for young word learners. Reading Research Quarterly, 17-31.
Meara, Paul. (1995). The importance of an early emphasis on L2 vocabulary. LANGUAGE TEACHER-KYOTO-JALT-, 19, 8-11.
Meara, Paul, & Jones, Glyn. (1987). Tests of vocabulary size in English as a foreign language. Polyglot, 8(1), 1-40.
Nation, Ian SP. (2001). Learning vocabulary in another language: Ernst Klett Sprachen.
Navarro-Prieto, Raquel, Scaife, Mike, & Rogers, Yvonne. (1999). Cognitive strategies in web searching. Paper presented at the Proceedings of the 5th Conference on Human Factors & the Web.
Olson, Matthew H, & Hergenhahn, Baldwin R. (2009). An introduction to theories of learning: Pearson/Prentice Hall Upper Saddle River, NJ.
Orsmond, Paul, Merry, Stephen, & Reiling, Kevin. (1996). The importance of marking criteria in the use of peer assessment. Assessment & Evaluation in Higher Education, 21(3), 239-250.
Orsmond, Paul, Merry, Stephen, & Reiling, Kevin. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25(1), 23-38.
Ovsiannikov, Ilia A, Arbib, Michael A, & McNeill, Thomas H. (1999). Annotation technology. International journal of human-computer studies, 50(4), 329-362.
Oxford, Rebecca, & Crookall, David. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 7(2), 09-30.
Paribakht, T Sima, & Wesche, Marjorie. (1999). Reading and “incidental” L2 vocabulary acquisition. Studies in second language acquisition, 21(02), 195-224.
Patrick, Brian C, Skinner, Ellen A, & Connell, James P. (1993). What motivates children′s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and social Psychology, 65(4), 781.
Prichard, Caleb. (2008). Evaluating L2 Readers′ Vocabulary Strategies and Dictionary Use. Reading in a Foreign Language, 20(2), 216-231.
Qayyum, Muhammad Asim. (2008). Capturing the online academic reading process. Information Processing & Management, 44(2), 581-595.
Quade, Ann M. (1996). An Assessment of Retention and Depth of Processing Associated with Notetaking Using Traditional Pencil and Paper and an On-line Notepad during Computer-Delivered Instruction.
Read, John. (2000). Assessing vocabulary: Cambridge university press Cambridge.
Richar, & J, C. (1986). Rodgers T s. Approaches and Methods in Language Teaching: Cambridge: Cambriage University Press.
Richard-Amato, Patricia A. (1988). Making It Happen: Interaction in the Second Language Classroom, From Theory to Practice: ERIC.
Roberts, Mary Lou, & Wortzel, Lawrence H. (1979). New life-style determinants of women′s food shopping behavior. The Journal of Marketing, 28-39.
Rouet, Jean-François. (2003). What was I looking for? The influence of task specificity and prior knowledge on students′ search strategies in hypertext. Interacting with Computers, 15(3), 409-428.
Searby, Mike, & Ewers, Tim. (1997). An evaluation of the use of peer assessment in higher education: a case study in the School of Music, Kingston University. Assessment & Evaluation in Higher Education, 22(4), 371-383.
Slavin, Robert E, & Davis, Nicola. (2006). Educational psychology: Theory and practice.
Slotte, V, & Lonka, K. (2003). Note-taking review-practical value for Learners. Retrieved March, 17, 2007.
Stipek, Deborah J. (1993). Motivation to learn: From theory to practice.
Su, Addison YS, Yang, Stephen JH, Hwang, Wu-Yuin, & Zhang, Jia. (2010). A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. Computers & Education, 55(2), 752-766.
Topping, Keith. (1998). Peer assessment between students in colleges and universities. Review of educational Research, 68(3), 249-276.
Towler, Lee, & Broadfoot, Patricia. (1992). Self‐assessment in the primary school. Educational Review, 44(2), 137-151.
Wade, Suzanne E, Trathen, Woodrow, & Schraw, Gregory. (1990). An analysis of spontaneous study strategies. Reading Research Quarterly, 147-166.
Walraven, Amber, Brand-Gruwel, Saskia, & Boshuizen, Henny PA. (2008). Information-problem solving: A review of problems students encounter and instructional solutions. Computers in Human Behavior, 24(3), 623-648.
Walz, Joel. (1990). The dictionary as a secondary source in language learning. French Review, 79-94.
Wersig, Gernot, & Seeger, Thomas. (1978). FUTURE MAIN TRENDS OF INFORMATION-SYSTEMS AND THEIR IMPLICATIONS FOR SPECIALIZATION OF INFORMATION PERSONNEL. Paper presented at the International Forum on Information and Documentation.
Wilson, Tom D. (1999). Models in information behaviour research. Journal of documentation, 55(3), 249-270.
Wu, Shaoqun, Witten, Ian H, & Franken, Margaret. (2010). Utilizing lexical data from a Web-derived corpus to expand productive collocation knowledge. ReCALL, 22(01), 83-102.
Zimmerman, Barry J, & Martinez-Pons, Manuel. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of educational psychology, 80(3), 284.
Zimmerman, Barry J, & Pons, Manuel Martinez. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23(4), 614-628.

指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2015-6-12

推文