Collaborative Drama Enhance EFL Learning in Authentic Context

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：26

、訪客IP：18.118.138.16

姓名

莊喭文(Yan-Wen Chuang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

(Collaborative Drama Enhance EFL Learning in Authentic Context)

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)

英語學習於現今已經被視為一個重要的議題，學者們提出眾多相關的學習策略以及理論。在情境學習理論中，一個概念存在於多個不同的情境中，學習者應該透過親自體驗以及比較來建構完整的知識，除此之外，這些情境應該與學習者的真實生活經驗有所連結。然而，傳統的英語教學只是不斷的將知識灌輸至學習者的腦中，學習的內容與學習者的真實經驗毫無關連，學習者也鮮少有機會去練習，將所學應用於生活中，最後導致學習者的學習動機低落，也很容易將學過的東西遺忘。
因此，我們將一個已經被廣泛應用於英語教學的教學方法與行動科技做整合，這個教學方法為「戲劇」。我們嘗試打造一個於真實情境中的英語戲劇學習環境，我們開發一個於行動科技上運行的情境式英語戲劇學習系統去幫助學習者進行英語學習，學習者可以透過此系統的多媒體註記功能進行學習，接著他們可以藉由在熟悉的情境進行英語戲劇的創作過程中，將所學應用於真實的生活中。本研究的主要目的為探討將英語戲劇活動與本系統做整合的情境式英語戲劇學習，可以為學習者的英語學習帶來甚麼樣的影響，除此之外，我們也將學習者於活動中的各個行為與其學習成效間的關連納入考量。
實驗的結果顯示，學習者於熟悉的環境中透過系統進行學習比起學習者僅僅使用紙和筆於教室進行學習能獲得更好的學習成效，也能維持於活動中所學的知識，此外，從相關性分析以及訪談的結果發現，學習者的語調、註記的次數、與環境間互動的次數以及使用肢體動作的次數也會影響到學習者的英語學習成效。

摘要(英)

Nowadays, English learning has been regarded as an important issue and there have been numerous related learning strategies and theories. In situated learning theory, a concept exists in many different context. Students should experience and compare it to construct the whole knowledge. Besides, the context should be related to students’ real experience. However, traditional English teaching just continuously put the knowledge into students mind. The contents were irrelevant to their daily life. And students had few opportunities to practice and applied the knowledge into their real life. Eventually, students’ motivation was low and they could not maintain the contents they had learned.
Hence, we integrated drama activity, a widely applied teaching approach in English learning, and mobile devices to create an authentic English drama learning environment. We proposed a mobile based system named Collaborative contextual drama (CCD) to help students learn English. Students could use the multimedia annotation function to learn first. Then, they could apply what they had learned to their real life through making drama in the familiar context. The main purpose of this study is to investigate how the combination of the system CCD and contextual English drama activity will affect students’ English learning. Besides, the relationship between students’ behavior and their learning achievement were also considered.
The result showed that students learning with CCD in the familiar context could really help them improve their English learning comparing with students just learning with paper and pen in the classroom. And the former could maintain what they had learned longer. Besides, from the correlation analysis and interview, we found that intonation, the number of annotation they made, the times they interact with the environment and the times they use their gesture or body movement would all affect their learning achievement in English learning as well.

關鍵字(中)

★ 情境學習
★ 行動學習
★ 多媒體認知理論
★ 英語學習

關鍵字(英)

★ situated learning
★ mobile learning
★ cognitive theory of multimedia learnin
★ enactivism
★ drama
★ EFL

論文目次

中文摘要 i
Abstract ii
List of Tables iii
List of Figures iv
Chapter 1 Introduction 1
1.1 Research background and motivation 1
1.2 Research questions 3
1.3 Definition of Terms 3
Chapter 2 Literature review 5
2.1 Background theory 5
2.1.1 Enactivism 5
2.1.2 Situated learning theory 6
2.1.3 Cognitive theory of Multimedia Learning 6
2.2 Mobile language learning across contexts 9
2.3 Drama enhance English learning 11
Chapter 3 System Design and Implementation 14
3.1 System Implementation 14
3.2 Learning material and annotation making 15
3.3 Drama making 18
3.4 Product sharing 21
Chapter 4 Methodology 23
4.1 Research Framework 23
4.2 Participants 26
4.3 Experiment flow 27
4.4 Experiment Instruments 29
4.4.1 Pre-test and Post-test 29
4.4.2 Delay test 31
4.4.3 Performance based assessment 32
4.4.4 Peer comment 32
4.4.5 Questionnaires 33
4.5 Big five personality test 35
4.6 Approach used for data analysis 35
Chapter 5 Results and Discussion 36
5.1 Analysis of Learning Achievement 36
5.1.1 Learning achievement between two groups 36
5.2 Relationship between dependent variables and learning achievement 39
5.2.1 Correlation between learning behavior and learning achievement 39
5.2.2 Correlation between drama behavior and learning achievement 40
5.2.3 Correlation between drama performance and learning achievement 42
5.2.4 Correlation between students’ personality and learning achievement 44
5.3 Prediction of the dependent variables to learning achievement 44
5.4 Students’ perception of making drama with CCD 45
5.4.1 Students’ perception toward CCD 46
5.4.2 Students’ perception toward the activity 50
Chapter 6 Conclusion and suggestions 54
6.1 Conclusion 54
6.2 Suggestions 56
References 57
Appendix A : Pre-test (Paper based test) 60
Appendix B : Pre-test (Oral test) 62
Appendix C : Big five personality test 64
Appendix D : Post-test (Paper based test) 66
Appendix E : Post-test (Oral test) 68
Appendix F : Delay test 70
Appendix G : TAM & ARCS 72

參考文獻

Begg, A. (2000). Enactivism: A personal interpretation. Retrieved March, 6, 2009.
Albalawi, B. (2014). Effectiveness of Teaching English Subject using Drama on the Development of Students′ Creative Thinking. IOSR Journal of Research & Method in Education, 4(6), 54-63.
Atas, M. (2015). The Reduction of speaking anxiety in EFL learners through drama techniques. Procedia-Social and Behavioral Sciences, 176, 961-969.
Chen, C.-M., & Li, Y.-L. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
Chen, C.-M., & Tsai, Y.-N. (2009). Interactive location-based game for supporting effective English learning. Paper presented at the Environmental Science and Information Application Technology, 2009. ESIAT 2009. International Conference on.
Chen, K. T.-C., & Liao, D. Y.-C. (2013). English Oral Skills Training through Theater Performance in an EFL Setting. New Educational Review, 33(3), 193-204.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. Handbook of mobile learning, 3-14.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
Di Paolo, E. A., Rohde, M., & De Jaegher, H. (2010). Horizons for the enactive mind: Values, social interaction, and play. Enaction: Toward a new paradigm for cognitive science, 33-87.
Dunbar, N. E., Brooks, C. F., & Kubicka-Miller, T. (2006). Oral communication skills in higher education: Using a performance-based evaluation rubric to assess communication skills. Innovative Higher Education, 31(2), 115.
Fuentes, A. G. (2010). Break a leg! The use of drama in the teaching of English to young learners. A case study. Paper presented at the Analizar datos> Describir variación [Recurso electrónico]: Analysing data> Describing variation.
Futurelab, N., Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M., & Series, N. F. (2004). Literature review in mobile technologies and learning.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences: Basic Book.
Hadley, A. O., & Reiken, E. (1993). Teaching Language in Context, and Teaching Language in Context--Workbook: ERIC.
Hughes, A. (2003). Testing for language teachers. Cambridge language teaching library: Cambridge: Cambridge University Press.
Hwang, W.-Y., Huang, Y.-M., Shadiev, R., Wu, S.-Y., & Chen, S.-L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian journal of educational technology, 30(5).
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Kim, M. S., Hung, W. L. D., Jamaludin, A. B., & Lim, S. H. (2014). Expanding “within context” to “across contexts” learning: a case study of informal and formal activities. Interactive Learning Environments, 22(6), 704-720.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life: Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge university press.
Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Maley, A., & Duff, A. (2006). Drama techniques: A resource book of communication activities for language teachers: Ernst Klett Sprachen.
Mayer, R. E. (2005). The Cambridge handbook of multimedia learning: Cambridge university press.
Mehdipour, Y., & Zerehkafi, H. (2013). Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93-101.
Pozzer‐Ardenghi, L., & Roth, W. M. (2007). On performing concepts during science lectures. Science Education, 91(1), 96-114.
Rew, S., & Moon, Y.-i. (2013). The Effects of Using English Drama on the Learning of Target Expressions for Primary School Students. The Journal of Asia TEFL, 10(4), 215-239.
Roth, W.-M., & Lawless, D. V. (2001). Computer modeling and biological learning. Educational Technology & Society, 4(1), 13-25.
Sandberg, J., Maris, M., & de Geus, K. (2011). Mobile English learning: An evidence-based study with fifth graders. Computers & Education, 57(1), 1334-1347.
Sharples, M., Taylor, J., & Vavoula, G. (2010). A theory of learning for the mobile age Medienbildung in neuen Kulturräumen (pp. 87-99): Springer.
Srikaew, D., Tangdhanakanond, K., & Kanjanawasee, S. (2015). Development of an English Speaking Skill Assessment Model for Grade 6 Students by Using Portfolio. Procedia-Social and Behavioral Sciences, 191, 764-768.
Stinson, M., & Freebody, K. (2004). Modulating the mosaic: Drama and oral language.
Sung, H.-Y., Hwang, G.-J., Liu, S.-Y., & Chiu, I.-h. (2014). A prompt-based annotation approach to conducting mobile learning activities for architecture design courses. Computers & Education, 76, 80-90.
West, M., & Vosloo, S. (2013). UNESCO policy guidelines for mobile learning. Paris: UNESCO. http:// unesdoc. unesco. org/ images, 21, 002196.
Winters, N. (2007). What is mobile learning. Big issues in mobile learning, 7-11.
Wong, L. H., & Looi, C. K. (2010). Vocabulary learning by mobile‐assisted authentic content creation and social meaning‐making: two case studies. Journal of Computer Assisted Learning, 26(5), 421-433.
Woolland, B. G. (2014). The teaching of drama in the primary school: Routledge.

指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2017-7-24

推文