導入網路學習社群於英語學習：社會網路、學習投入與動機之研究

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陳宥齊(Yu-Chi Chen) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

導入網路學習社群於英語學習：社會網路、學習投入與動機之研究
(An Analysis of Social Network, Learning Engagement and Motivation in a Networked Learning Community for EFL)

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摘要(中)

台灣的英語教育從小學三年級即開始，家長們普遍希望在小時候就開始學習英文，但是在台灣教育制度的環境下、以及考試的壓力，導致越來越多小學生開始對英語學習反感，而使學習成效不彰。但若能讓孩童在剛開始接觸英語時，培養對學習英語的興趣，就能有效解決問題。
因此，本研究透過英語合作說故事的活動，運用在小學三年級的彈性課程，並利用兩種不同的合作模式來探討學生學習投入與動機的變化，且加入網路學習社群的概念於研究中以分析學生的社會網路。
本研究透過設計研究法，系統為開發在iPad的「繪本館」APP，並設計兩種不同的繪本製作功能於合作說故事的活動中，進行兩人一組繪本製作的活動，透過系統的錄音與畫板等功能，並模仿電子繪本的內容，來完成自己的繪本。本研究活動共進行26次，實驗對象為桃園縣某國民小學三年級，並加入先前同為說故事研究（李杰駿, 2014）的樣本資料作為控制組。分析控制組與實驗組在長期的合作說故事活動的學習投入與動機差異，其中也加入同儕自互評的方式觀察學生的合作情形。此外，透過社會網路分析軟體，分析實驗組學生的參與程度並討論其中差異。
實驗結果顯示，控制組在使用同樣的製作繪本方式，在學習投入與動機中，除了工作價值以外，並沒有產生顯著變化。實驗組進行了兩階段不同的製作繪本方式與導入網路學習社群概念，整體學習投入、內在動機、工作價值皆有顯著提升，對於合作自評部分也有顯著提高。實驗組與控制組的交互作用部分，整體學習投入有顯著交互作用，而學習動機則沒有產生交互作用。可以說明導入網路學習社群概念在合作說故事活動上，對於學生學習投入，特別是專注力與控制力是有顯著差異的，而對學習動機部分也向上提升但無顯著交互作用，說明新的合作模式可能不是影響學習動機的主要因素。
透過社會網路分析，發現不同參與程度學生間，新的合作製作繪本模式對於核心參與學生的學習投入影響較大，學習動機策略部分，核心參與學生在內在動機與工作價值提升較為顯著，周邊參與學生則是在學習自我效能達到顯著差異。同儕互評部分，周邊參與學生在同儕合作滿意度上取得較高評價。
整體而言，加入網路學習社群的概念於英語學習活動是有正向的效果。依照實驗結果之建議，未來研究可以擴大整體學習社群，並加入不同的學習任務在其中，找出適當的學習模式給不同分群性質的學生。

摘要(英)

English education for children in Taiwan start at third grade. Their parents prefer them to learn English when they are young. But due to the environment of Taiwan education and the pressure of examination, more and more students start to feel antipathy toward learning English. But if we can make them interested in learning English while they start it. We can solve the problem.
Hence, our research applies collaborative storytelling to a group of third grade students. We use two different modes of collaborative to observe the change of learning engagement and motivation. And we apply the concept of Networked learning community to analyzed the social network of students.
The research method is design-based research. The system is an iPad app named “Story and Painting House”. We design two different ways of making story book in the activate of collaborative storytelling in a group of two students. By using sound recoding and sketchpad to imitate the e-storybook and finish their own storybook.
The number of experiment is twenty-six times in an elementary school in Taoyuan. And use the data of the research of storytelling (Lee, 2014) as control group. Analyzing the learning engagement and motivation of control group and experiment group. Adding peer and self-assessment to observe the situation of collaboration between students. And by using the social network analysis software our research can observe and discuss the participation of experiment group.
The result shows us that. When control group use the same way of making story book. There’s no significant change on learning engagement and the majority of learning motivation. The experiment group use two phrases: different methods of making story book and applying the concept of Networked Learning Community. The learning engagement, intrinsic goal orientation, task value, peer and self assessment all have significantly positive progress. There’s significant interaction between the experiment group and the control group on learning engagement, but no reflection on learning motivation. The result illustrates that applying Networked Learning Community to collaborative storytelling significantly affects the learning engagement, especially on Control and Attention focus. The learning motivation increase but no significantly interaction. It elaborates that the new collaboration method might not be the main factor to affect the learning motivation.
Through social networked analysis, the result shows that the new collaborative storytelling influences significantly to core students′ learning engagement. For the part of learning motivation, core students improve significantly in intrinsic goal orientation and task value, and peripheral students improve significantly in self-efficacy for learning and performance. For the part of peer assesment, peripheral students get higher estimation in collaboration with peer.
Overall, the environment of Networked Learning Community in English learning has positive effect. This study suggests that future researches could expand learning community and add different learning tasks to find proper learning model for different group of student in the social network.

關鍵字(中)

★ 網路學習社群
★ 社會網路
★ 合作說故事
★ 心流
★ 學習動機

關鍵字(英)

★ Networked Learning Community
★ Social Network
★ Collaborative Storytelling
★ Flow experience
★ Learning Motivation

論文目次

摘要 I
Abstract III
謝辭 V
目錄 VI
圖目錄 X
表目錄 XII
第一章緒論 1
1.1研究動機與背景 1
1.2研究目的與問題 3
1.3名詞解釋 3
1.3.1合作說故事(Collaborative Storytelling) 3
1.3.2網路學習社群(Networked Learning Community) 3
1.3.3社會網路(Social Network) 4
1.3.4心流經驗(Flow Experience) 4
1.3.5學習動機策略(Motivated Strategies for Learning) 4
1.4研究範圍與限制 4
1.5論文架構 5
第二章文獻探討 6
2.1合作說故事(Collaborative Storytelling) 6
2.2合作學習分組模式(Grouping in Collaborative Learning) 7
2.3網路學習社群(Networked Learning Community) 8
2.3.1網路學習社群定義 8
2.3.2網路學習社群應用 8
2.4 社會網路分析(Social Network Analysis) 10
2.4.1社會網路(Social Network) 10
2.4.2社會網路分析應用 10
第三章學習平台設計 12
3.1系統設計 12
3.2英文學習檔案設計 13
3.3英語教材設計 : 電子書「Starfall Learn to Read」 15
3.4英語繪本製作 15
3.4.1繪本製作 16
3.4.2繪本閱讀 17
3.4.3合作繪本製作功能 18
3.5英語繪本發表 21
3.6學習活動設計 23
第四章研究方法 26
4.1研究對象 26
4.2研究流程 26
4.3實驗設計 28
4.4研究工具 33
4.4.1英語單字測驗 33
4.4.2英語朗讀測驗 33
4.4.3心流量表 34
4.4.4學習動機策略量表 35
4.4.5同儕合作自互評量表 37
4.5英語能力程度分組 39
4.6參與程度分組 39
4.7資料收集與分析 40
4.7.1繪本作品分析 40
4.7.2心流歷程變化分析 41
4.7.3學習動機策略分析 41
4.7.4同儕自互評分析 42
4.7.5英語學習成效分析 42
4.7.6社會網路分析 42
4.7.7事後訪談 43
第五章實驗結果與討論 44
5.1控制組學習投入、動機策略與成效分析 44
5.1.1控制組心流歷程分析 44
5.1.2控制組學習動機策略分析 47
5.1.3控制組學習成效分析 49
5.2實驗組學習投入、動機策略與成效分析 51
5.2.1實驗組繪本作品分析 51
5.2.2實驗組心流歷程分析 57
5.2.3實驗組學習動機策略分析 61
5.2.4實驗組同儕自互評分析 63
5.2.5實驗組學生自我反思 66
5.2.6實驗組學習成效分析 70
5.3不同參與程度心流、學習動機與同儕自互評比較 72
5.3.1心流歷程比較 74
5.3.2學習動機策略比較 81
5.3.3同儕自評比較 88
5.3.4同儕互評比較 93
5.3.5不同參與程度心流、學習動機與同儕自互評總結 98
5.4實驗組與控制組學習投入、動機與成效比較 99
5.4.1實驗組與控制組心流歷程比較 99
5.4.2實驗組與控制組學習動機策略比較 105
5.4.3實驗組與控制組學習成效比較 111
5.5事後訪談 114
5.5.1學生心流感受 114
5.5.2學生學習動機策略變化 116
5.5.3同儕自互評感受 117
5.5.4學生的邀請想法 118
5.5.5不同參與程度學生心流、學習動機感受與同儕自互評想法 119
5.5.6事後訪談總結 123
第六章結論與建議 124
6.1結論 124
6.1.1學習投入 124
6.1.2學習動機策略 124
6.1.3同儕自互評 125
6.1.4英語學習成效 125
6.1.5參與程度分群 126
6.2未來發展與建議 127
參考文獻 129
附錄A英語單字測驗 136
附錄B英語朗讀正確度測驗 138
附錄C心流量表 139
附錄D學習動機策略量表 140
附錄E同儕自互評量表 142

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指導教授

劉晨鐘(Chen-Chung Liu)

審核日期

2016-7-25

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