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

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王妤(Yu Wang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

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)

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摘要(中)

臺灣英語教育從國小三年級(甚至一年級)開始紮根，但許多家長會提前將孩童送往坊間的英語補習班，使得在學校中同樣班級的學生出現英語熟練程度落差的情形，在這樣的程度差距下，教學者要如何進行教學活動，變成是很重要的議題。因此若能了解不同英語程度的學生在學習過程中投入的狀態模式以及學習策略使用狀況，能提供教學者在課程設計的參考。
另外，在學習語言初期，聽力與口語的能力是很重要的，是發展閱讀及寫作能力的先備能力。而在教學環境上，要讓學習者的英語能力提升，必須提供良好的學習環境，讓學生面對英語時產生正向的態度，才能夠讓學生自然沉浸在英語學習的過程中
基於上述環境問題以及需求，本研究以Web2.0分享概念建立學習環境，以多媒體電子繪本教材引導學生聽力與口語的能力。學生可以透過iPad繪本館App提供的錄音、播放功能，練習及反思自己的聽力與口語能力。說故事的情境亦能讓學生能對學習的內容產生聯想。本研究目的即為分析以瞭解不同程度的學習者在Web2.0學習環境中的學習投入狀況以及學習策略。
實驗結果顯示，長期在Web2.0英語學習環境下，中成就學生的記憶策略的使用顯著高於高成就學生。而高成就學生者在活動投入的「心流狀態」及「能力感知」隨著時間遞減，「挑戰感知」則遞增。但在中、低程度學習者則是呈現完全相反的現象：在「心流狀態」及「能力感知」皆隨實驗時間而遞增，「挑戰感知」則是遞減的趨勢。透過繪本製作效能分析，發現活動中若分組成員包含英語熟練程度為高程度的學生能促進學習活動的學習成效，而在組員的組合以LH和MH為最佳的組合，MM及LL組合表現較差。經由訪談結果得知，高程度學習者在組內時常擔任指導者角色，可能造成本身學習過程的負擔。
經由本研究結果提出建議，雖然組內有高程度的成員可以促進學習活動的成效，但須注意高程度學習者分組合作的學習負擔。建議未來教學者以Web2.0學習環境進行英語教學時，在分組成員搭配上應將學習者的英語熟練程度納入考量因素，組內成員之間英語熟練程度應存在差異，可以讓組內合作更有效率。

摘要(英)

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.

關鍵字(中)

★ Web2.0
★ 英語熟練程度
★ 語言學習策略
★ 心流

關鍵字(英)

★ Web2.0
★ English Language proficiency
★ Language Learning Strategies
★ flow

論文目次

目錄
摘要 I
Abstract III
致謝 V
圖目錄 IX
表目錄 X
第一章緒論 1
1.1研究背景與動機 1
1.2研究目的與問題 3
1.3名詞解釋 4
1.3.1 Web2.0學習環境 (Web2.0 Learning environment) 4
1.3.2語言學習策略 (Language Learning Strategies) 4
1.3.3心流狀態 (Flow State) 4
1.3.4繪本製作效能 (Storytelling Books Productivity) 4
1.3.5英語熟練程度 (English Language Proficiency) 4
1.4研究範圍與限制 5
1.5論文架構 5
第二章文獻探討 6
2.1語言熟練程度與語言學習 6
2.2科技導入語言學習活動 7
2.3語言學習策略 8
2.3.1語言學習策略理論基礎 8
2.3.2語言學習策略與Web2.0學習環境 9
2.4心流 11
2.4.1心流理論基礎 11
2.4.2心流與Web2.0學習環境 12
第三章學習平台設計 14
3.1活動設計 14
3.2系統設計 14
3.3學習檔案設計 15
3.4繪本製作 18
3.5繪本發表 21
第四章研究方法 23
4.1研究對象 23
4.2研究流程 23
4.3實驗設計 25
4.4研究工具 28
4.4.1學校英語測驗 28
4.4.2英語單字測驗 28
4.4.3英語朗讀正確度測驗 29
4.4.4心流量表 29
4.4.5語言學習策略量表 30
4.4.6電子繪本 32
4.4.7繪本製作效能 33
4.5英語熟練程度分組 34
4.6資料收集與分析 35
4.6.1語言學習策略差異分析 35
4.6.2心流歷程變化分析 35
4.6.3繪本製作效能分析 36
4.6.4事後訪談 36
第五章實驗結果與討論 37
5.1語言學習策略差異分析 37
5.1.1不同英語熟練程度的學生語言學習策略差異分析 37
5.1.2學生語言學習策略差異分析 38
5.1.3語言學習策略差異分析總結 40
5.2不同英語熟練程度的學生心流歷程變化分析 42
5.2.1心流平均 42
5.2.2挑戰感知 44
5.2.3能力感知 45
5.2.4心流歷程分析總結 47
5.3不同英語熟練程度的學習者組合分析 49
5.3.1繪本製作效能集群分析 49
5.3.2各繪本製作效能群與心流 55
5.4事後訪談 58
5.4.1語言學習策略的使用 58
5.4.2學習者心流感受 61
5.4.3學習者同儕合作感受 64
第六章結論與建議 66
6.1結論 66
6.1.1語言學習策略 66
6.1.2學習投入 67
6.1.3不同英語熟練程度學習者活動中扮演角色 67
6.2未來發展與建議 68
參考文獻 70
附錄A 學校英語測驗 76
附錄B 語言學習策略問卷 78

-----------------------------------------------------

圖目錄
圖 1 心流模式(Csikszentmihalyi, 1975) 11
圖 2 繪本館系統架構圖 15
圖 3 學習檔案課文單字練習 16
圖 4 繪本作品審核 17
圖 5 進度紀錄 18
圖 6 iPad繪本館APP 19
圖 7 iPad繪本館APP-功能介紹 20
圖 8 iPad繪本館APP-播放功能 20
圖 9 繪本閱讀區 21
圖 10 Web繪本館-首頁 22
圖 11 Web繪本館-播放頁面 22
圖 12 研究流程圖 24
圖 13 實驗流程圖 26
圖 14 學生使用iPad繪本館製作英語故事繪本 27
圖 15 繪本作品發表 27
圖 16 Starfall繪本目錄 33
圖 17 不同英語熟練程度-平均心流變化歷程圖 43
圖 18 不同英語熟練程度-挑戰感知趨勢圖 44
圖 19 不同英語熟練程度-能力感知趨勢圖 46
圖 20 MH組作品 53
圖 21 MM組作品 54
圖 22 繪本製作效能群之心流趨勢圖 55

-----------------------------------------------------

表目錄
表 1 心流狀態量表各向度定義說明 29
表 2 心流狀態量表之向度與題目 30
表 3 語言學習策略量表向度及定義說明 31
表 4 語言學習策略量表向度之信度檢測(N=39) 32
表 5 不同英語熟練程度學生語言學習策略比較表 38
表 6 實驗班級與其他班級語言學習策略比較表 39
表 7 補償策略比較表 39
表 8 心流平均重複量數檢定表 43
表 9 挑戰感知重複量數檢定表 45
表 10 能力感知重複量數檢定表 46
表 11 最後集群中心點 50
表 12 各集群特點統整表 51
表 13 集群後各測量向度與事後分析比較表 51
表 14繪本製作效能群之心流重複量數表 56
表 15各繪本效能群之心流ANOVA分析表 56

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指導教授

劉晨鐘

審核日期

2015-7-27

推文