探討智慧回饋輔助真實情境EFL學習與其對學習成效、延續性與擴充性之影響

、線上人數：43

、訪客IP：18.219.206.102

姓名	黃璿恩(Xuan-En Huang) 查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	探討智慧回饋輔助真實情境EFL學習與其對學習成效、延續性與擴充性之影響
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] 至系統瀏覽論文 (2027-8-1以後開放)
摘要(中)	近年來，隨著智慧科技的日新月異，不僅改變過去的英文學習模式，並且帶給學習者前所未有的學習體驗，例如：體驗式學習、互動式學習與個性化學習。相關智慧科技的研究中，將聊天機器人導入於英文學習，發現人機互動的學習方式，對於學習者的學習成效方面具有正向幫助。此外，也有相關研究將智慧科技結合戲劇學習，除了創造學習者學以致用的機會，並且學習者與同儕之間的互動也有所提升。然而，過去較少研究考慮到延續學習的問題，因為教師無法於課後時針對每一位學習者即時給予協助與指導，並且在戲劇教學方面，較難以實際將學習環境擴展至課後情境，讓家人、同儕或其它角色融入英文學習，因而造成課中學習無法有效地延續與擴展。有鑑於此，不僅是教師的教學模式與學習者的學習方法需要與時俱進，並且課後情境與家人也是課後學習的重要因素。為了解決上述問題，本研究針對初中學生開發具智慧回饋機制的真實情境探索系統，且設計四種學習活動以輔助學習者的英文情境學習，引導學習者將所學以致用於真實情境。此外，為了探討真實情境學習對於學習者的紙筆與口說學習成效、延續性與擴充性之影響，本研究將桃園市某初中共七十四名學習者分為三組進行為期六週的教學實驗，其中實驗組主要使用本研究所開發之具智慧回饋機制的真實情境探索系統；控制組1學習者使用本研究無智慧回饋機制的真實情境探索系統；控制組2學習者則是僅使用傳統英文教學方式進行學習。根據研究結果得知，實驗組學習者藉由智慧回饋輔助在英文的理解能力與口說能力有顯著提升，並且相較於其它兩組學習者，實驗組學習者在後測學習成效提升幅度優於控制組1與控制組2。再更深入瞭解，屬於認知、延續性與擴充性行為的同儕劇本口說練習加權後平均分數預測口說成績達44.8%，其表示為當實驗組學習者持續練習同儕多分鏡、多角色的劇本內容，不僅有效地提升口說能力，以及認知方面也有著正面影響。除此之外，研究結果也發現實驗組學習者在情境智慧對話機器人活動之對話情境數量明顯多於控制組1學習者，代表情境智慧對話機器人可以有效地延續與擴展學習者的真實情境學習。最後，本研究也分析學習者問卷結果，大多數學習者對於系統與學習活動皆有積極且正向的學習態度。
摘要(英)	In recent years, with the rapid development of intelligent technology, the way of learning English has not only changed, but also brought learners an unprecedented learning experience such as experiential learning, interactive learning, and personalized learning. Relevant studies have shown that the human-computer interaction which applied Chatbot into English learning has a positive effect on learners′ learning achievement. In addition, previous studies also showed that combining intelligent technology with drama teaching not only creates opportunities for learners to apply their knowledge, but also improves the interaction between learners and their peers. However, fewer studies have considered sustained learning since teachers cannot provide immediate assistance and guidance to each learner after class. Moreover, it is difficult to extend the learning environment to the after-school context where family members, peers or other characters can be integrated into English learning, which makes in-class learning difficult to sustain and scale effectively. Therefore, teachers′ teaching styles and learners′ learning methods not only need to keep path with the times, but also the after-school context and family members are important factors in after-school learning. To address these issues, this study developed an authentic contextual learning system with intelligent feedback mechanism for junior high school students and designed four types of learning activities to support learners′ English situational learning, which include contextual exploration, situational intelligent Chatbot, drama creation, and drama watching and practicing to guide learners to apply their learning in authentic contexts. Furthermore, the purpose of this study was to investigate the effects of authentic contextual learning on learners′ learning achievements, sustainability, and scalability. We divided a total of 74 learners from a junior high school in Taoyuan City into three groups to conduct a six-week experiment, in which the experimental group mainly used the authentic contextual learning system with intelligent feedback mechanism; the control group 1 learners used the authentic contextual learning system without intelligent feedback mechanism; and the control group 2 learners only used the traditional English teaching method to learn. The results showed that the experimental group learners using the intelligent feedback had a significant improvement in English comprehension and speaking skills, and they showed a more significant improvement compared to the other two groups. In addition, the average weighted score of peer drama speaking practice was not only categorized as Cognitive, Sustainability, Scalability learning behaviors, but also predicted 44.8% of oral performance. When the experimental group learners continued to practice multi-situational and multi-role drama, they not only improved their oral ability, but also their cognitive ability. In addition, the study results showed that the experimental group learners had significantly more conversational situations than control group 1 learners in the Situational Intelligent Chatbot activity. This means that the intelligent notification function of the situational intelligence chatbot can effectively motivate the learners to keep practicing after class. Finally, this study also analyzes the results of the learner questionnaire. Most of the learners have a positive attitude towards the system and learning activities.
關鍵字(中)	★ 智慧回饋 ★ 真實情境學習 ★ 英文對話 ★ 情境智慧對話機器人 ★ 戲劇教育	關鍵字(英)	★ Intelligent feedback ★ Authentic learning ★ English conversation ★ Chatbot ★ Drama education
論文目次	誌謝 vii 中文摘要 viii Abstract ix 目錄 xi 圖目錄 xiv 表目錄 xv 第一章緒論 1 1.1研究背景與動機 1 1.2研究目的與問題 7 第二章文獻探討 9 2.1真實情境EFL應用學習之探討 9 2.2口說與對話練習機制對於EFL學習之影響 11 2.3智慧機制對於EFL學習之影響 13 2.4真實情境戲劇對於EFL學習之影響 15 2.5延續性與擴充性對於EFL學習之影響 17 第三章系統設計與實作 19 3.1智慧輔助學習機制設計概念 19 3.2活動設計 22 3.2.1探索情境 22 3.2.2情境智慧對話機器人 27 3.2.3創作劇本 29 3.2.4觀看與練習劇本 32 3.3操作型定義 34 第四章研究方法 39 4.1研究架構 39 4.2研究對象與時間 42 4.2.1不同組別學習者學習活動之差異 42 4.3研究流程 44 4.4研究工具 45 4.4.1紙筆與口說測驗 45 4.4.2問卷調查 47 4.5 資料收集與分析 47 第五章研究結果與討論 49 5.1實驗組、控制組1和控制組2學習成效之差異 49 5.1.1筆試測驗之差異 49 5.1.1.1筆試測驗總分成績之差異 49 5.1.1.2筆試測驗字彙成績之差異 52 5.1.1.3筆試測驗文法成績之差異 54 5.1.1.4筆試測驗對話成績之差異 55 5.1.2口說測驗之差異 58 5.1.2.1口說測驗總分成績之差異 58 5.1.2.2口說測驗字彙成績之差異 60 5.1.2.3口說測驗短句成績之差異 62 5.1.2.4口說測驗對話成績之差異 64 5.2實驗組和控制組1學習行為之差異 67 5.2.1探索情境學習行為之差異 67 5.2.2情境智慧對話機器人學習行為之差異 70 5.2.3創作劇本學習行為之差異 73 5.2.4觀看與練習劇本學習行為之差異 76 5.2.5學習行為其對認知、延續性與擴充性之影響 78 5.3實驗組各活動中其學習行為與學習成效之相關性分析 92 5.3.1探索情境學習行為與學習成效之相關性分析 92 5.3.2情境智慧對話機器人學習行為與學習成效之相關性分析 100 5.3.3創作劇本學習行為與學習成效之相關性分析 110 5.3.4觀看與練習劇本學習行為與學習成效之相關性分析 118 5.3.5整體學習活動學習行為與學習成效間逐步迴歸分析 123 5.3.6探索情境各變項學習行為與學習成效間逐步迴歸分析 127 5.3.7情境智慧對話機器人各變項學習行為與學習成效間逐步迴歸分析 128 5.3.8創作劇本各變項學習行為與學習成效間逐步迴歸分析 130 5.3.9觀看與練習劇本各變項學習行為與學習成效間逐步迴歸分析 131 5.4問卷結果分析 134 第六章結論與建議 139 6.1研究結論 139 6.1.1實驗組、控制組1與控制組2學習者其學習成效之差異 139 6.1.2實驗組與控制組1學習者其學習行為之差異 141 6.1.3實驗組學習者在各活動中學習行為與學習成效之相關性 144 6.1.4實驗組學習者使用學習系統輔助英文學習之接受程度 147 6.2未來建議 149 參考文獻 150 附錄一英文筆試測驗-前測 160 附錄二英文口說測驗-前測 164 附錄三英文筆試測驗-後測 169 附錄四英文口說測驗-後測 173 附錄五探索情境學習單-課中 178 附錄六創作劇本學習單-課中 182 附錄七探索情境學習單-課後 184 附錄八創作劇本學習單-課後 185 附錄九 TAM問卷 187
參考文獻	Aghaei, K., Rajabi, M., Lie, K. Y., & Ajam, F. (2020). Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. Education and Information Technologies, 25(3), 1607-1623. doi:10.1007/s10639-019-10039-9 Ahn, T. Y., & Lee, S.-M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786. doi:10.1111/bjet.12354 Akyol, T., Kahriman-Pamuk, D., & Elmas, R. (2018). Drama in Education for Sustainable Development: Preservice Preschool Teachers on Stage. Journal of Education and Learning, 7(5), 102-115. Alemi, M., & Haeri, N. S. (2020). Robot-assisted instruction of L2 pragmatics: Effects on young EFL learners′ speech act performance. LANGUAGE LEARNING & TECHNOLOGY, 24(2), 86-103. Retrieved from <Go to ISI>://WOS:000544247800009 Allen, I. E., & Seaman, C. A. (2007). Likert scales and data analyses. Quality progress, 40(7), 64-65. Anderson, A., & Loughlin, S. M. (2014). The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons. Bilingual Research Journal, 37(3), 263-286. doi:10.1080/15235882.2014.965360 Asif, T., Guangming, O., Haider, M. A., Colomer, J., Kayani, S., & Amin, N. U. (2020). Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan. Sustainability, 12(7), 3014. doi:10.3390/su12073014 Azzolini, D., Campregher, S., & Madia, J. E. (2020). Formal instruction vs informal exposure. What matters more for teenagers’ acquisition of English as a second language? Research Papers in Education, 1-29. doi:10.1080/02671522.2020.1789718 Bashori, M., Van Hout, R., Strik, H., & Cucchiarini, C. (2020). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 1-32. doi:10.1080/09588221.2020.1770293 Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2021). Effects of ASR-based websites on EFL learners′ vocabulary, speaking anxiety, and language enjoyment. System, 99, 16. doi:10.1016/j.system.2021.102496 Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25-37. doi:10.1016/j.system.2016.12.016 Cartwright, T. (2016). Designing and implementing an elementary science after-school field experience. Innovations in Science Teacher Education, 1(2). Chang, C., Chang, C. K., & Shih, J. L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100-115. doi:10.1016/j.system.2016.04.013 Chen, C.-H., Koong, C.-S., & Liao, C. (2022). Influences of Integrating Dynamic Assessment into a Speech Recognition Learning Design to Support Students’ English Speaking Skills, Learning Anxiety and Cognitive Load. Educational Technology & Society, 25(1), 1-14. Retrieved from https://www.jstor.org/stable/48647026 Chen, C.-M., Chen, L.-C., & Yang, S.-M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. doi:10.1080/09588221.2018.1485708 Chen Hsieh, J., & Lee, J. S. (2021). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 1-28. doi:10.1080/09588221.2021.1969410 Chen, M.-R. A., & Hwang, G.-J. (2020). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments, 1-21. doi:10.1080/10494820.2020.1734626 Chen, R. H. (2022). Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective. Sustainability, 14(3), 1785. doi:10.3390/su14031785 Cheon, H. (2003). The viability of computer mediated communication in the Korean secondary EFL classroom. Asian EFL Journal, 5(1), 1-61. Coburn, C. E. (2003). Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change. Educational Researcher, 32(6), 3-12. doi:10.3102/0013189x032006003 Colace, F., De Santo, M., Lombardi, M., Pascale, F., Pietrosanto, A., & Lemma, S. (2018). Chatbot for e-learning: A case of study. International Journal of Mechanical Engineering and Robotics Research, 7(5), 528-533. Cunico, S. (2005). Teaching language and intercultural competence through drama: some suggestions for a neglected resource. The Language Learning Journal, 31(1), 21-29. doi:10.1080/09571730585200051 Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results. Massachusetts Institute of Technology, De Vries, B. P., Cucchiarini, C., Bodnar, S., Strik, H., & Van Hout, R. (2015). Spoken grammar practice and feedback in an ASR-based CALL system. Computer Assisted Language Learning, 28(6), 550-576. doi:10.1080/09588221.2014.889713 Donaldson, T., Fore, G. A., Filippelli, G. M., & Hess, J. L. (2020). A systematic review of the literature on situated learning in the geosciences: beyond the classroom. International Journal of Science Education, 42(5), 722-743. doi:10.1080/09500693.2020.1727060 Dora To, L.-W., Phoebe Chan, Y.-L., Lam, Y. K., & Tsang, S.-K. Y. (2011). Reflections on a primary school teacher professional development programme on learning English through Process Drama. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 517-539. doi:10.1080/13569783.2011.617099 Duggan, G. L., Jarre, A., & Murray, G. (2021). Learning for change: Integrated teaching modules and situated learning for marine social-ecological systems change. The Journal of Environmental Education, 52(2), 118-132. doi:10.1080/00958964.2020.1852524 Fenwick, T. J. (2000). Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition. Adult Education Quarterly, 50(4), 243-272. doi:10.1177/07417130022087035 Fischer, I. D., & Yang, J. C. (2022). Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills. International Journal of Educational Technology in Higher Education, 19(1). doi:10.1186/s41239-022-00320-2 Fryer, L. K., Coniam, D., Carpenter, R., & Lapusneanu, D. (2020). Bots for language learning now: Current and future directions. LANGUAGE LEARNING & TECHNOLOGY, 24(2), 8-22. Retrieved from <Go to ISI>://WOS:000544247800002 Fu, J. S., & Yang, S. H. (2019). Exploring How YouGlish Facilitates EFL Learners′ Speaking Competence. Educational Technology & Society, 22(4), 47-58. Retrieved from <Go to ISI>://WOS:000536573400004 Green, M., & Somerville, M. (2015). Sustainability education: researching practice in primary schools. Environmental Education Research, 21(6), 832-845. doi:10.1080/13504622.2014.923382 Han, J. Y., Geng, X. H., & Wang, Q. X. (2021). Sustainable Development of University EFL Learners′ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences. Sustainability, 13(21), 14. doi:10.3390/su132111655 Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-Assisted Vocabulary Learning for EFL Learners: A Meta-Analysis. Journal of Research on Educational Effectiveness, 14(3), 645-667. doi:10.1080/19345747.2021.1917028 Haristiani, N. (2019). Artificial Intelligence (AI) Chatbot as Language Learning Medium: An inquiry. Journal of Physics: Conference Series, 1387, 012020. doi:10.1088/1742-6596/1387/1/012020 Hong, Z. W., Huang, Y. M., Hsu, M., & Shen, W. W. (2016). Authoring Robot-Assisted Instructional Materials for Improving Learning Performance and Motivation in EFL Classrooms. Educational Technology & Society, 19(1), 337-349. Retrieved from <Go to ISI>://WOS:000368865000027 Howard, S. K., Schrum, L., Voogt, J., & Sligte, H. (2021). Designing research to inform sustainability and scalability of digital technology innovations. Educational technology research and development, 69(4), 2309-2329. doi:10.1007/s11423-020-09913-y Hsu, L. (2016). An empirical examination of EFL learners′ perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881-900. doi:10.1080/09588221.2015.1069747 Hsu, M.-H., Chen, P.-S., & Yu, C.-S. (2021). Proposing a task-oriented chatbot system for EFL learners speaking practice. Interactive Learning Environments, 1-12. doi:10.1080/10494820.2021.1960864 Huang, C. S. J., Yang, S. J. H., Chiang, T. H. C., & Su, A. Y. S. (2016). Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students. Educational Technology & Society, 19(1), 263-276. Retrieved from <Go to ISI>://WOS:000368865000022 Huang, H.-W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 18-40. doi:10.14742/ajet.6623 Huang, R., & Jiang, L. (2020). Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice. Educational Studies, 1-14. doi:10.1080/03055698.2020.1719387 Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of computer assisted learning, 38(1), 237-257. doi:10.1111/jcal.12610 Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955-968. doi:10.1080/02602938.2018.1424318 Jeon, J. (2022). Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives. Computer Assisted Language Learning, 1-26. doi:10.1080/09588221.2021.2021241 Jeong, K.-O. (2017). Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning, 30(6), 488-509. doi:10.1080/09588221.2017.1321554 Jeong, K.-O. (2022). Facilitating Sustainable Self-Directed Learning Experience with the Use of Mobile-Assisted Language Learning. Sustainability, 14(5), 2894. doi:10.3390/su14052894 Kahn-Horwitz, J., & Saba, M. (2018). Weak English foreign language readers: the cross-linguistic impact of morphological awareness. Reading and Writing, 31(8), 1843-1868. doi:10.1007/s11145-017-9810-9 Kao, S.-M., Carkin, G., & Hsu, L.-F. (2011). Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 489-515. doi:10.1080/13569783.2011.616399 Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1(1983), 383-434. Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2. doi:10.1007/BF02905780 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. doi:10.1080/10494820.2012.745424 Korkut, P., & Çelik, Ö. (2021). Developing pronunciation through creative drama. The Language Learning Journal, 49(2), 147-159. doi:10.1080/09571736.2018.1491058 Kormos, J., & Csizér, K. (2007). An interview study of inter-cultural contact and its role in language learning in a foreign language environment. System, 35(2), 241-258. doi:https://doi.org/10.1016/j.system.2006.10.010 Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165. doi:10.1017/s0958344009000202 Kukulska‐Hulme, A., Lee, H., & Norris, L. (2017). Mobile learning revolution: Implications for language pedagogy. The handbook of technology and second language teaching and learning, 217-233. Lan, E. M. (2022). A comparative study of computer and mobile-assisted pronunciation training: The case of university students in Taiwan. Education and Information Technologies, 27(2), 1559-1583. doi:10.1007/s10639-021-10647-4 Lan, Y. J. (2015). CONTEXTUAL EFL LEARNING IN A 3D VIRTUAL ENVIRONMENT. LANGUAGE LEARNING & TECHNOLOGY, 19(2), 16-31. Retrieved from <Go to ISI>://WOS:000356597700002 Lan, Y. J., Wei, H. H., & Chiu, Y. L. (2014). Virtual English village: A task-based English learning platform in Second Life. Paper presented at the 22nd International Conference on Computers in Education, ICCE 2014. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge university press. Lee, K.-w. (2000). English teachers’ barriers to the use of computer-assisted language learning. The internet TESL journal, 6(12), 1-8. Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: a study of Spanish–American telecollaboration. Computer Assisted Language Learning, 22(5), 425-443. doi:10.1080/09588220903345184 Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54-62. doi:10.1016/j.compedu.2018.03.019 Li, Q., Clark, B., & Winchester, I. (2010). Instructional design and technology grounded in enactivism: A paradigm shift? British Journal of Educational Technology, 41(3), 403-419. doi:10.1111/j.1467-8535.2009.00954.x Liu, C., Hou, J., Tu, Y.-F., Wang, Y., & Hwang, G.-J. (2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 1-19. doi:10.1080/10494820.2021.2012812 Liu, H. (2018). School’s Out!”: Analyzing Bilingual Students’ Use of Language in an After-School Multiliteracies Program. In: University of Massachusetts-Amherst. Liu, M., & Jackson, J. (2008). An Exploration of Chinese EFL Learners′ Unwillingness to Communicate and Foreign Language Anxiety. The Modern Language Journal, 92(1), 71-86. doi:10.1111/j.1540-4781.2008.00687.x Liu, P. (2012). After School English Language Learning in China. In (pp. 115-127): Springer Netherlands. Liu, Q., Zhou, X., & Fu, D. (2015). Native-English Speaking Instructors Teaching Writing in China. Changing English, 22(1), 99-111. doi:10.1080/1358684x.2014.992208 Liu, T. Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of computer assisted learning, 25(6), 515-527. doi:10.1111/j.1365-2729.2009.00329.x Liyanawatta, M., Yang, S. H., Liu, Y. T., Zhuang, Y. Y., & Chen, G. D. (2022). Audience participation digital drama-based learning activities for situational learning in the classroom. British Journal of Educational Technology, 53(1), 189-206. doi:10.1111/bjet.13160 Lunce, L. M. J. J. o. A. E. T. (2006). Simulations: Bringing the benefits of situated learning to the traditional classroom. 3(1), 37-45. Maturana, H. R., & Varela, F. J. (1987). The tree of knowledge: The biological roots of human understanding: New Science Library/Shambhala Publications. McNeil, L. (2013). Exploring the relationship between situated activity and CALL learning in teacher education. ReCALL, 25(2), 215-232. doi:10.1017/s0958344013000086 Minalla, A. A. (2018). The Effect of WhatsApp Chat Group in Enhancing EFL Learners’ Verbal Interaction outside Classroom Contexts. English Language Teaching, 11(3), 1. doi:10.5539/elt.v11n3p1 Moeller, A. K., & Catalano, T. (2015). Foreign language teaching and learning. Namaziandost, E., Razmi, M. H., Hernández, R. M., Ocaña-Fernández, Y., & Khabir, M. (2021). Synchronous CMC text chat versus synchronous CMC voice chat: impacts on EFL learners’ oral proficiency and anxiety. Journal of Research on Technology in Education, 1-18. doi:10.1080/15391523.2021.1906362 Naylor, A., & Gibbs, J. (2015). Using iPads as a learning tool in cross-curricular collaborative initial teacher education. Journal of Education for Teaching, 41(4), 442-446. doi:10.1080/02607476.2015.1081718 Nguyen, T.-H., Hwang, W.-Y., Pham, X.-L., & Ma, Z.-H. (2018). User-Oriented EFL Speaking through Application and Exercise Instant Speech Translation and Shadowing in Authentic Context. Journal of Educational Technology & Society, 21(4), 129-142. Retrieved from http://www.jstor.org/stable/26511544 Nguyen, T.-H., Hwang, W.-Y., Pham, X.-L., & Pham, T. (2020). Self-experienced storytelling in an authentic context to facilitate EFL writing. Computer Assisted Language Learning, 1-30. doi:10.1080/09588221.2020.1744665 Park, H. (2015). Student perceptions of the benefits of drama projects in university EFL. English Teaching: Practice & Critique, 14(3), 314-334. doi:10.1108/ETPC-06-2015-0047 Peng, R., & Fu, R. (2021). The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 61-74. doi:10.14742/ajet.6235 Petrovic, J., & Pale, P. (2021). Achieving Scalability and Interactivity in a Communication Skills Course for Undergraduate Engineering Students. IEEE Transactions on Education, 64(4), 413-422. doi:10.1109/te.2021.3067098 Pretorius, R. W., Anderson, R., Khotoo, A., & Pienaar, R. (2019). Creating a context for campus sustainability through teaching and learning. International Journal of Sustainability in Higher Education, 20(3), 530-547. doi:10.1108/ijshe-02-2019-0066 Proulx, J. (2004). The enactivist theory of cognition and behaviorism: An account of the processes of individual sense-making. Paper presented at the Proceedings of the 2004 complexity science and educational research conference. Ruso, N., & Üniversitesi, D. (2007). Influence of task based learning on EFL classrooms. EFL Journal, 18. Şahin-Kizil, A. (2011). EFL teachers attitudes towards information and communication technologies (ICT). Paper presented at the Proceedings of the 5th International Computer & Instructional Technologies Symposium, Firat University, Laziğ Turkey. Sayer, P., & Ban, R. (2014). Young EFL students’ engagements with English outside the classroom. ELT Journal, 68(3), 321-329. doi:10.1093/elt/ccu013 %J ELT Journal Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4), 284-303. doi:10.1080/09588221.2017.1308383 Shadiev, R., Hwang, W.-Y., & Liu, T.-Y. (2018). A Study of the Use of Wearable Devices for Healthy and Enjoyable English as a Foreign Language Learning in Authentic Contexts. Journal of Educational Technology & Society, 21(4), 217-231. Retrieved from http://www.jstor.org/stable/26511550 Simsek, A. (2014). Interview with John M. Keller on motivational design of instruction. Contemporary educational technology, 5(1), 90-95. Stinson, M. (2015). Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication. English Teaching: Practice & Critique, 14(3), 303-313. doi:10.1108/etpc-07-2015-0055 Stringfield, S., & Datnow, A. (1998). Introduction:Scaling Up School Restructuring Designs in Urban Schools. Education and Urban Society, 30(3), 269-276. doi:10.1177/0013124598030003001 Sun, Y.-C., & Yang, F.-Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. doi:10.1080/09588221.2013.818555 Sun, Z., Lin, C.-H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3-4), 304-324. doi:10.1080/09588221.2017.1308384 Tai, T.-Y., & Chen, H. H.-J. (2022). The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension. Computer Assisted Language Learning, 1-28. doi:10.1080/09588221.2022.2040536 Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65, 130-138. doi:https://doi.org/10.1016/j.system.2017.01.010 Ter Horst, E. E., & Pearce, J. M. (2010). Foreign Languages and Sustainability: Addressing the Connections, Communities, and Comparisons Standards in Higher Education. Foreign Language Annals, 43(3), 365-383. doi:https://doi.org/10.1111/j.1944-9720.2010.01088.x Terrenghi, I., Diana, B., Zurloni, V., Rivoltella, P. C., Elia, M., Castañer, M., . . . Anguera, M. T. (2019). Episode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroom. Frontiers in Psychology, 10. doi:10.3389/fpsyg.2019.01415 Timpe-Laughlin, V., Sydorenko, T., & Dombi, J. (2022). Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays. Computer Assisted Language Learning, 1-30. doi:10.1080/09588221.2022.2032184 Tsai, S.-C. (2015). Implementing courseware as the primary mode of task-based ESP instruction: a case study of EFL students. Computer Assisted Language Learning, 28(2), 171-186. doi:10.1080/09588221.2013.818554 Ucar, H., & Kumtepe, A. T. (2020). Effects of the ARCS‐V‐based motivational strategies on online learners′ academic performance, motivation, volition, and course interest. Journal of computer assisted learning, 36(3), 335-349. doi:10.1111/jcal.12404 Uz Bilgin, C., & Tokel, S. T. (2019). Facilitating contextual vocabulary learning in a mobile-supported situated learning environment. Journal of Educational Computing Research, 57(4), 930-953. Van Den Broek, E. W. R., Oolbekkink-Marchand, H. W., Van Kemenade, A. M. C., Meijer, P. C., & Unsworth, S. (2019). Stimulating language awareness in the foreign language classroom: exploring EFL teaching practices. The Language Learning Journal, 1-15. doi:10.1080/09571736.2019.1688857 Villacañas De Castro, L. S. (2017). ‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice. Educational Action Research, 25(4), 610-629. doi:10.1080/09650792.2016.1215930 Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., & Estévez, A. (2018). Impact of the Interactive Learning Environments in Children’s Prosocial Behavior. Sustainability, 10(7), 2138. doi:10.3390/su10072138 Warner, B. P., & Elser, M. (2015). How Do Sustainable Schools Integrate Sustainability Education? An Assessment of Certified Sustainable K–12 Schools in the United States. The Journal of Environmental Education, 46(1), 1-22. doi:10.1080/00958964.2014.953020 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. doi:https://doi.org/10.1111/j.1365-2729.2010.00357.x Wong, R. M. H. (2014). An investigation of strategies for student motivation in the Chinese EFL context. Innovation in Language Learning and Teaching, 8(2), 132-154. doi:10.1080/17501229.2013.777449 Wongsa, M., & Son, J.-B. (2022). Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook. Innovation in Language Learning and Teaching, 16(1), 41-52. doi:10.1080/17501229.2020.1853134 Wrigglesworth, J. (2020). Using smartphones to extend interaction beyond the EFL classroom. Computer Assisted Language Learning, 33(4), 413-434. doi:10.1080/09588221.2019.1569067 Wu, C.-H., Su, H.-Y., & Liu, C.-H. (2013). Efficient personalized mispronunciation detection of Taiwanese-accented English speech based on unsupervised model adaptation and dynamic sentence selection. Computer Assisted Language Learning, 26(5), 446-467. doi:10.1080/09588221.2012.687383 Wu, T.-T. (2018). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning. Journal of computer assisted learning, 34(3), 315-323. doi:10.1111/jcal.12244 Yang, S. C., & Chen, Y.-J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23(1), 860-879. doi:10.1016/j.chb.2006.02.015 Yang, Y.-T. C., Chen, Y.-C., & Hung, H.-T. (2020). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 1-23. doi:10.1080/09588221.2020.1750431 Yen, Y.-C., Hou, H.-T., & Chang, K. E. (2015). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: a case study in Taiwan. Computer Assisted Language Learning, 28(5), 383-406. doi:10.1080/09588221.2013.839568 Young, S. S. C., & Wang, Y. H. (2014). The Game Embedded CALL System to Facilitate English Vocabulary Acquisition and Pronunciation. Educational Technology & Society, 17(3), 239-251. Retrieved from <Go to ISI>://WOS:000342967800018 Yuan, C.-C., Li, C.-H., & Peng, C.-C. (2021). Development of mobile interactive courses based on an artificial intelligence chatbot on the communication software LINE. Interactive Learning Environments, 1-15. doi:10.1080/10494820.2021.1937230 Zhang, H., Hwang, W.-Y., Tseng, S.-Y., & Chen, H. S. L. (2018). Collaborative Drama-Based EFL Learning in Familiar Contexts. Journal of Educational Computing Research, 57(3), 697-722. doi:10.1177/0735633118757731 Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 1-47. doi:10.1080/09588221.2020.1744666 Zhang, X. (2021a). Assessing EFL students’ writing development as they are exposed to the integrated use of drama-based pedagogy and SFL-based teaching. Assessing Writing, 50, 100569. doi:https://doi.org/10.1016/j.asw.2021.100569 Zhang, X. (2021b). Exploring L2 students’ perceptions of their writing anxiety with drama-based pedagogy and linguistic support. International Multilingual Research Journal, 1-15. doi:10.1080/19313152.2021.2014623 Zou, B., Li, H., & Li, J. (2018). Exploring a curriculum app and a social communication app for EFL learning. Computer Assisted Language Learning, 31(7), 694-713. doi:10.1080/09588221.2018.1438474
指導教授	黃武元劉奕帆(Wu-Yuin Hwang Yi-Fan Liu)	審核日期	2022-7-27
推文	facebook plurk twitter funp google live udn HD myshare reddit netvibes friend youpush delicious baidu
網路書籤	Google bookmarks del.icio.us hemidemi myshare

博碩士論文 109524001 詳細資訊