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|Title: ||英語熟練程度對於學生於Web2.0英語學習環境之學習投入與策略之影響;The impact of English Language Proficiency on Language Learning Engagement and Strategies on Web2.0 environments|
|Keywords: ||Web2.0;英語熟練程度;語言學習策略;心流;Web2.0;English Language proficiency;Language Learning Strategies;flow|
|Issue Date: ||2015-09-23 14:29:18 (UTC+8)|
;In Taiwan, students started to learn English in school since they were in the third grade (or even in the first grade). However, students’ English Language proficiency vary greatly due to the fact that some students attend after-class English learning classes. Hence, it is important to find out the learning strategies and the flow of students of different English language proficiency levels during their learning process. The findings may help instructors to design effective learning activities for students.
In the initial English learning stage, both listening comprehension and speaking ability are critical because they are deeply associated with student’s future development of reading and writing ability. In addition, a positive learning environment is also necessary because a positive learning environment may help to motivate and engage students in the learning process.
Therefore, this research utilized an e-Picture book, integrating multimedia elements to cultivate students’ listening and speaking ability in Web 2.0 learning environment. Students could practice and reflect their listening and speaking ability with record-play mechanisms during the learning process. In addition, the storytelling context may help students to associate learning materials. Thus, the study aims to find out the learning strategies and the flow of students of different English language proficiency levels during their learning process in Web 2.0 learning environment.
The results showed that middle-level students used more memory strategies than that of high-level and low-level students. Moreover, high-level students’ flow state and perceived skill gradually reduced whereas their perceived challenge increased. On the contrary, the middle-level and low-level students’ flow state and perceived skill gradually increased while their perceived challenge decreased. Besides, the analysis result of student’s storytelling books productivity revealed that high-level students would help their groups to enhance learning efficiency. More specifically, the group members who were consisted of LH and MH would gain the highest scores while those who were consisted of MM and LL obtain the lowest scores in storytelling books productivity.
Although high-level students may be an important factor to facilitate the efficiency of learning activity, the interview result revealed that high-level may have overload problem because they are usually assigned to be a leader in learning process. Thus, this research suggested that it is necessary to consider the overload problems of high-level students on collaborative learning. Furthermore, students of different levels of English Language proficiency should be taken into account when instructors intend to group students in a Web 2.0 learning environment. A group with students of different proficiency levels may help to effectively enhance the learning activity.
|Appears in Collections:||[網路學習科技研究所 ] 博碩士論文|
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