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姓名	Siti sulikatin(Siti Sulikatin)  查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	由線上圖片字典支援的全身反應迷你課程之設計與實施 (Design and Implementation of Total Physical Response Mini-Lessons Supported by Online Picture Dictionary)
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摘要(中)	本研究探討了支持學生獲得英語語言的學習環境的需求，類似於學校中的學習環境。主要目標是設計和實施小型課程的全身反應（TPR）活動，並借助線上圖片詞典，幫助教師創造一個有利於學生有效學習英語的學習氛圍。本研究將TPR與Learning Chocolate（一個線上圖片詞典）結合，以幫助教師教授與母語人士相當的發音技巧。此外，本研究旨在幫助教師以與母語人士相似的流利度進行英語教學，並促進學生的語言學習環境。研究使用混合方法分析來確定研究結果。二十名一年級學生和兩名教師將參與這項準實驗性調查，重點關注英語聽力和詞彙的獲取。研究結果表明，在線圖片詞典與10分鐘的小型課程相結合的使用對學生的英語聽力和詞彙獲取有積極影響。此外，教師們認為該系統在他們的教學實踐中非常有用和有益。
摘要(英)	This study addresses the need for an English learning environment that supports students in acquiring the language, similar to the learning environment found in schools. The primary objective is to design and implement mini-lesson Total Physical Response (TPR) activities, supported by an online picture dictionary, to assist teachers in creating a conducive learning atmosphere where students can acquire English effectively. The study incorporates TPR, supplemented by Learning Chocolate, an online pictorial dictionary, to aid teachers in teaching pronunciation skills comparable to those of native speakers. Additionally, this research aims to assist teachers in delivering English lessons with native-like fluency and to foster an environment that facilitates students′ language learning. A mixed-method analysis approach is employed to determine the outcomes of the study. Twenty first-grade pupils and two teachers will participate in this quasi-experimental investigation, with a specific focus on English listening and vocabulary acquisition. The findings indicate that the use of an online picture dictionary in conjunction with a 10-minute mini-lesson has a positive impact on students′ English listening and vocabulary acquisition. Furthermore, the teachers perceive the system as useful and beneficial in their teaching practices.
關鍵字(中)	★ 全身反應（TPR）、 ★ 迷你課程 ★ 學生偏好 ★ 聽力 ★ 詞彙	關鍵字(英)	★ Total Physical Response (TPR) ★ mini-lesson ★ student’s preferences ★ listening ★ vocabulary
論文目次	摘要 v ABSTRACT vi Acknowledgments vii Table of Content viii List of Table x List of Figure xi CHAPTER I INTRODUCTION 1 1-1 Research Background 1 1-2 Rationale of Study 5 1-3 Research Purpose 5 1-4 Research Question 6 1-5 Definition of Keyterm 6 CHAPTER II LITERATURE REVIEW 7 2-1 Total Physical Response 7 2-2 Mini Lesson 8 2-3 Listening and Vocabulary 9 2-4 Technology Acceptance Model (TAM) 10 2-5 Total Physical Response (TPR) and Language Learning 13 CHAPTER III ONLINE PICTURE DICTIONARY 14 3-1 Learning Chocolate 14 3-2 Design Rationale of Learning Chocolate 22 3-3 TPR Supported by Learning Chocolate 23 CHAPTER IV ACTIVITY DESIGN 30 4-1 Learning Material 30 4-2 Design and Implementation System Architecture 31 4-2-1 Picture 31 4-2-2 Audio mp3 31 4-2-3 English Words of TPR 32 4-3 Flowchart of the System 33 4-4 Instructional Design 34 CHAPTER V RESEARCH METHODOLOGY 36 5-1 Research Design 36 5-2 Research Subject 37 5-2-1 Participants 37 5-2-2 Setting 38 5-3 Research Instruments 38 5-3-1 Pre-test and Post-test 38 5-3-2 Interview for the Teachers 38 5-4 Experimental Procedure 39 5-5 Validity and Reliability 39 5-6 Data Collection Technique and Analysis 40 CHAPTER VI RESULT AND DISCUSSION 42 6-1 Finding and Result 42 6-1-1 The effect of mini-lesson TPR activity on learning English listening 42 6-1-2 The effect of mini-lesson TPR activity on learning English vocabulary 43 6-1-3 Teachers’ Perspectives of TPR Supported by online picture dictionary 43 6-2 Discussion 46 CHAPTER VII CONCLUSION AND SUGGESTION 48 7-1 Conclusion 48 7-2 Contribution of the study 49 7-3 Suggestions and Limitations 49 References 51 Appendix 1 Pre-Test 55 Appendix 2 Post-Test 61 Appendix 3 Interview Question 66 Appendix 4 Documentations 67
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指導教授	陳德威(Tak-Wai Chan)	審核日期	2023-7-20
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