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

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題名:	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
作者:	黃璿恩;Huang, Xuan-En
貢獻者:	網路學習科技研究所
關鍵詞:	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;Intelligent feedback;Authentic learning;English conversation;Chatbot;Drama education
日期:	2022-07-27
上傳時間:	2022-10-04 12:07:11 (UTC+8)
出版者:	國立中央大學
摘要:	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。;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.
顯示於類別:	[網路學習科技研究所 ] 博碩士論文

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