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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/72079

    Title: Collaborative Drama-based EFL Learning with Mobile Technology Support in Familiar Context
    Authors: 曾詩穎;Tseng,Shih-Ying
    Contributors: 資訊工程學系
    Keywords: 情境學習;戲劇;合作學習;英語教學;學習者為中心的教材內容;行動載具;contextual learning;drama;collaborative learning;EFL;learner-centered content;mobile devices
    Date: 2016-07-26
    Issue Date: 2016-10-13 14:25:22 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 情境學習已經被認為對於以第二外語為英文的學生是重要的方法,然而,大部分的情境活動都是由老師與研究者事先設計而不是由學生自己去選擇他們有興趣的事務去學習。因此,以學習者為中心的情境活動設計變得越來越重要因為可以增加學生的動機去探索環境並應用所學於情境中。除此之外,許多研究者指出戲劇對於EFL學習是ㄧ個很好的活動,因為戲劇讓學習者彼此利用身體語言表達故事與同學互動,儘管上述所提的戲劇與情境學習中有那麼多的優點,仍然沒有研究是利用行動載具將戲劇融入於情境中提升學習者的語言學習。因此,本研究在平板內開發了情境戲劇contextual drama(CD)系統幫助學生學習英文,學生可以在情境中利用本系統中的錄音、照相、文字編輯等功能完成一齣戲劇來提升他們的英文學習。本研究的目的為探討系統與合作情境戲劇如何影響學生的學習行為與學習成就。
    ;Contextual learning has been recognized as an important method for EFL learning. However, most contextual learning activities were pre-designed by teachers or researchers without much flexibility to allow learners to learn what they feel interested. Therefore, learner-centered contextual design for learning becomes vital since it can motivate learners to explore the contexts and apply what they learned into authentic contexts. Moreover, several researchers recently indicated that drama was a good activity for EFL learning because drama guided learners to interact with each other and using body language to express their ideas. In spite of the above mentioned advantages of drama and contextual learning, there is still no research focusing on using drama in authentic contexts to facility EFL learning with mobile devices.
    Therefore, we developed one contextual drama (CD) system in mobile devices to help students to learn English. Students can use the proposed CD system to prepare, make and conduct drama with voice, photos and texts in authentic contexts to improve English learning. This paper aimed to examine how our proposed CD system and collaborative contextual drama influenced students’ learning behaviors and achievement.
    After experiment, the results demonstrated that drama-based learning in authentic context could achieve better English speaking than traditional paper methods. Moreover, it was found that due to collaboration in drama-based EFL learning in authentic context could promote peer discussion and help, thereby significantly improving the abilities of describing a story by a picture and writing behaviors including sentence complexity and sentence pattern diversity. The further analysis by interview and observation also revealed that students’ body language and engagement in drama activities have significant influences on learning achievement.
    Appears in Collections:[資訊工程研究所] 博碩士論文

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