在真實情境下結合多重辨識技術與5W1H鷹架促進英文寫作並探討其對學習的影響

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姓名

金琪潔(Chi-Chieh Chin) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

在真實情境下結合多重辨識技術與5W1H鷹架促進英文寫作並探討其對學習的影響
(Investigation of Multiple Recognition Technology with 5W1H Scaffolding to Facilitate EFL Writing and the Influences on Learning in Authentic Contexts)

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至系統瀏覽論文 (2027-8-1以後開放)

摘要(中)

近年來提倡在真實情境中學習，不僅可以激發學習者的興趣，也可以藉由真實情境中實體景物提供更多學習資源。另外，英文寫作對於EFL學習者來說一直是項困難的項目，因為必須要有足夠的英文字彙以及文法知識。因此，在創新科技的推動下，如何在真實情境中幫助學習者有效進行英文寫作是本研究主要探討的問題。本研究設計開發一套結合多重辨識技術協助學習者英文寫作的應用程式-Smart AuthWrite，其中辨識圖像轉換到文字的技術（Image-to-text recognition, ITR）藉由學習者拍攝真實情境照片提供與照片相關的單字，來激發學習者的寫作興趣，接著透過辨識學生母語口說內容成文字再翻譯成英文文字 (Translate speech-to-text recognition, TSTR) 降低學習者在寫作時遇到特定單字不會的阻礙，為了達到無所不在學習，地點辨識產生文字（Location-to-text recognition, LTR）則是透過定位使用者所在的地點，再提供與地點相關的各種英語詞彙與句子。最後，透過5W1H寫作鷹架幫助學習者更加善用辨識技術提供的單字資源，以提高學習者寫作品質與文章組織能力。
本研究共有34名高職生參與，其中實驗組與控制組各17名學生，共八週的實驗分成兩階段。在第一階段，主要是探討ITR對於學習者寫作的影響。結果顯示，ITR能夠提升學習者文章內容傳達的生動性與文章單字、段落數量的表現，更進一步發現，學習者使用ITR單字越多，文章單字數量越多，代表ITR能有效提升學習者寫作動機。第二階段，主要是探討LTR對學習寫作的影響。實驗結果顯示，在第二階段提供更多真實情境，因此ITR與LTR的結合，提升學習者文章字數與段落組織的表現，其中LTR單字使用越多在文章句字數量也越多，這意指著透過與真實情境結合能激發學習者撰寫文章內容的想法。最後在問卷訪談中與面談中，學習者對於Smart AuthWrite皆保持正向的態度，也表示願意在未來持續使用Smart AuthWrite。

摘要(英)

Learning in authentic contexts has been advocated recently, stimulating learners′ interests and providing more learning resources. Driven by innovative technologies, how to help EFL (English as Foreign Language) writing effectively with authentic contexture support will be addressed deeply in this study. A mobile application “Smart AuthWrite” combines multiple recognition such as image-to-text recognition (ITR), which provides suitable words and phrases related to learners’ surroundings, location-to-text recognition (LTR) locates the user′s location and offers more related words and sentences according to the location, translate speech-to-text recognition (TSTR), recognizing learners′ mother language speech then translating it into English texts. Finally, through the 5W1H writing scaffolding, learners can better use the lexical resources provided by ITR, TSTR, and LTR to improve their EFL writing.
In this study, a total of 34 vocational high school learners took part. There were 17 learners in the experimental group and the control group. The experiment was divided into two stages. The first stage aimed to explore the learning effect of ITR in the experimental group. The results showed that through ITR with the 5W1H scaffolding, the learning achievement of learners′ writing contents richness can be improved in terms of the number of paragraphs and the number of words because ITR provides learners with words related to these three aspects, such as "What", "How", and "Who". The purpose of the second stage was to explore the impact of LTR on learning. The results showed that LTR provides the location and related words corresponding to "Where" and” What” in the 5W1H scaffolding, which encouraged learners to describe more surrounding scenery and influenced the learning achievement on the number of words and sentences. The study found that the more LTR words were used, the more sentences or words were written in their articles. Finally, the TAM questionnaires and interviews indicated that learners intended to continue using Smart AuthWrite to assist in English writing in the future. Some learners showed that their English writing ability has improved through Smart AuthWrite.

關鍵字(中)

★ EFL寫作
★ 真實情境
★ 圖像轉文字辨識技術
★ 辨識地點產生文字技術
★ 5W1H鷹架

關鍵字(英)

★ EFL Writing
★ Authentic context
★ Image-to-text recognition
★ Location-to-text recognition
★ 5W1H Scaffolding

論文目次

Chapter 1 Introduction 1
1.1 Research Background and Motivation 1
1.2 Research Questions 4
1.3 Definition of Terms 4
Chapter 2 Literature Review 5
2.1 The EFL writing in Authentic Contexts 5
2.2 Technology Assists EFL Writing 6
2.3 Recognition technology for EFL learning 8
2.4 5W1H Scaffolding in EFL Writing 10
Chapter 3 System Design and Implementation 12
3.1 System Design 12
3.2 The Main Recognition Functions of Smart AuthWrite 13
3.3 The EFL Writing Area of Smart AuthWrite 17
Chapter 4 Methodology 21
4.1 Research Framework and Research Variable 21
4.1.1 Control Variables 22
4.1.2 Independent Variables 22
4.1.3 Dependent Variable 22
4.2 Research Participants 25
4.2.1 Differences in learning activities of two groups of learners 25
4.3 Experiment Flow and Procedure 26
4.4 Research Tools 29
4.5 Data Collection and Processing 33
Chapter 5 Results and Discussion 35
5.1 Analysis of learning achievements 35
5.1.1 Analysis learning achievements between two groups in Stage 1 35
5.1.2 Analysis learning achievements between two groups in Stage 2 39
5.2 Analysis of Learning Behaviors 42
5.2.1 Analysis of learning behaviors between two groups in Stage 1 42
5.2.2 Analysis of learning behaviors between two groups in Stage 2 45
5.3 Relationship Between Learning Behaviors and Learning Achievements 50
5.3.1 The Pearson correlation analysis results in Stage 1 50
5.3.2 The Pearson correlation analysis results in Stage 2 54
5.4 Learners’ Perceptions and Questionnaires 58
5.4.1 Analysis results of the TAM 1 questionnaire 58
5.4.2 Analysis results of the TAM 2 questionnaire 64
Chapter 6 Conclusions and suggestions 70
6.1 Research Conclusion 70
6.2 Future Prospect and Suggestions 73
Reference 74
Appendix A: Pre-test 78
Appendix B: Post-test of Stage 1 80
Appendix C: TAM Questionnaire of Stage 1 82
Appendix D: Post-test of Stage 2 85
Appendix E: TAM Questionnaire of Stage 2 87
Appendix F: Activities Guide 89
Appendix G: Homework Guide 94
Appendix H: Interview Question 100

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指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2022-8-3

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