English  |  正體中文  |  简体中文  |  Items with full text/Total items : 69561/69561 (100%)
Visitors : 23140899      Online Users : 405
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version


    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/77698


    Title: 探討數位英語繪本創作對於學生語言學習策略與學習成效之影響;Effects of Creation of Digital Storybook on Language Learning Strategies and Learning Performance
    Authors: 劉貞吟;Liou, Jen-Yin
    Contributors: 網路學習科技研究所
    Keywords: 數位說故事;語言學習策略;Digital storytelling;Language learning strategies
    Date: 2018-08-14
    Issue Date: 2018-08-31 14:53:04 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 現今英語教育日漸重要,已成為國際的趨勢,也越來越多研究結合科技輔助語言學習並應用在教學現場。過去研究多著重於數位說故事教學對於學生語言學習之影響,較少探討學生在創作的過程中策略的使用與分析其文字內容,因此本研究探討學生透過數位說故事的方式,從英語書籍轉換到英語繪本的過程中,學生使用的創作策略與文字表現方式的情形,與此英語學習活動對於學生語言學習策略之影響。
    參與者來自台灣某國小47位六年級以英語為第二外語的學生,進行一學期的英語繪本創作活動。在活動過程中,學生自由地選擇想要閱讀的英語書籍,並依照給予的鷹架進行創作並發表繪本。本研究蒐集與分析學生的語言學習策略與學習成效,此外,針對學生作品的繪本創作策略與文字表現方式做分類,活動結束後,對學生進行一對一的訪談。研究結果顯示,學生在創作繪本過程中,不僅需要了解英語書籍的內容,為了完成學習任務,還要整合學習過的英語知識,並將其應用於句子中。
    經過活動後,學生的「記憶策略」、「認知策略」與「後設認知策略」上的使用頻率皆有顯著提升,經過訪談得知,學生為了達成活動任務,更願意接觸英語相關資訊,並應用於繪本創作上,從中獲得成就感。由於,活動過程中,需要不斷的使用英語,學生會在意自己的表現與進行反思學習過程,透過反覆練習,來加強學習記憶與修正表現。學生透過閱讀英語書籍,學到新的單字並運用,配合圖畫、文字與多媒體的創作,加深英語學習記憶,因此幫助學生提升在英語能力測驗的表現。

    對於未來教學者使用數位說故事的方式教學時,可以更加著重於學生的創作過程,引導學生使用不同的繪本創作策略與文字表現方式,如此可以增加學生在學習時使用語言學習策略的頻率與提升英語學習成效,除此之外,在創作過程中需要注意學生創作句子的正確度。
    關鍵字:數位說故事、語言學習策略
    ;Many studies explored the effects of digital storytelling on language learning. However, few studies investigate how participants transform the story they read from books to create stories. Thus, the purpose of the study is to explore the creation strategies and text representation that students applied to create their stories. Participants of this study were sixth grade students in an elementary school in Taiwan. During the storytelling activity, participants were free to choose the English stories they want to read and create a digital storybooks based on given templates. Multiple data including pre-surveys and post surveys on language learning strategies, learning performance, participants’ production and post interviews with participants were collected and analyzed. The results found that students integrated knowledge they learned in the story books in the creation process. Furthermore, students applied more frequently the language learning strategies including memory strategies, cognitive strategies and metacognitive strategies significant difference after the learning activity. The post interview reflects that students were more willing to read English stories after the activity. Besides, the participants frequently reflect upon the use of language as they need to publish their stories with English. Students learned and applied new vocabulary through reading English books and creating digital storybooks.
    Keyword:Digital storytelling, Language learning strategies
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML89View/Open


    All items in NCUIR are protected by copyright, with all rights reserved.

    社群 sharing

    ::: Copyright National Central University. | 國立中央大學圖書館版權所有 | 收藏本站 | 設為首頁 | 最佳瀏覽畫面: 1024*768 | 建站日期:8-24-2009 :::
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback  - 隱私權政策聲明