探討口語練習回饋形式與先備知識於數位遊戲式英語學習環境對學習成效與口語焦慮之影響;Different Feedback, Prior Knowledge and Speaking Anxiety in a Digital Game-based English Learning Environment

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题名:	探討口語練習回饋形式與先備知識於數位遊戲式英語學習環境對學習成效與口語焦慮之影響;Different Feedback, Prior Knowledge and Speaking Anxiety in a Digital Game-based English Learning Environment
作者:	林佳臻;Lin, Chia-Chen
贡献者:	網路學習科技研究所
关键词:	數位遊戲式學習;英語學習;遊戲成效;學習成效;口語練習回饋形式;先備知識;口語焦慮;digital game-based learning;English learning;game performance;learning performance;oral practice feedback;prior knowledge;speaking anxiety
日期:	2017-08-11
上传时间:	2017-10-27 16:10:39 (UTC+8)
出版者:	國立中央大學
摘要:	數位遊戲式學習已成為常見輔助學習工具之一，且廣泛應用於不同學科，其中有許多研究應用於英語學習，但是大部分的研究以單字、句子與閱讀為主，較少研究針對口語，也較少研究將口語與數位遊戲學習做結合，因此本研究設計數位遊戲式英語學習系統結合語音辨識功能，開發英語口語學習系統，提供學習者獨立、可彈性的英語口語練習環境。本研究針對口語練習設計兩種不同回饋，分別為有回饋與無回饋，有回饋之形式為提供正確答案、答對分數以及學習者錯誤輸入(單字/句子)；無回饋僅提供正確或錯誤之圖示。因此學習者進行口語練習時，可立即收到回饋，依照系統的回饋可即時修正口語表現。本研究對象為61位國小生，檢視學習者在不同口語練習的回饋形式以及不同先備知識學習者對學習成效、遊戲成效與口語焦慮的影響，並探討學習成效、遊戲成效、先備知識與口語焦慮等之間的相關性，其中學習成效包含口語、聽力、單字、句子與整體學習成效；遊戲成效包含學習類與遊戲類，學習類包含挑戰進入次數、句子拖拉練習完成次數、口語練習答對次數與聽力練習次數；遊戲類包含金幣數、完成任務數與商品購買數。資料分析包含描述性統計、獨立樣本t檢定、共變異數分析以及Pearson相關。研究結果顯示，在數位遊戲式英語學習環境下，口語練習有回饋與無回饋部分，兩組學習者於學習成效、遊戲成效以及口語焦慮皆無達顯著差異，可能是因為口語練習回饋內容不夠詳細，因此兩組沒有顯著差異。在不同先備知識部分，低先備知識學習者的口語與整體學習成效進步分數顯著高於高先備知識學習者。研究也發現，在實驗進行前，低先備知識學習者口語焦慮顯著高於高先備知識學習者，然而，透過數為遊戲式英語學習後，兩組學習者口語焦慮並無達顯著差異，因此證實透過數位遊戲式英語學習環境，可有效降低低先備知識學習者的口語焦慮。除口語成效之外，口語焦慮與其他學習成效均達顯著負相關；先備知識與學習成效達顯著正相關；以及口語焦慮與先備知識之間有負相關存在。 ;Digital game-based learning has been prevalent and applied in many different subjects as tools for assisting learning. There are many studies use digital game-based learning strategy in English learning, especially in vocabulary, sentence and reading. However, there are few studies focus on oral practices in digital game-based learning environments. To this end, the current study integrated automatic speech recognition (ASR) into a digital game-based learning environment to develop an English oral system, aiming to provide leaner′s with an independent and flexible environment for English oral practice learning. Two types of oral practice feedback were provided in this system, including oral practice with feedback and without feedback. For the type of oral practice with feedback, it provides correct answers, scores, and recognized error inputs (vocabulary/sentence); for the type of oral practice without feedback, it only provides icons indicating correct or wrong responses. Therefore, immediate feedback was offered in learners’ oral practices, enabling for timely self-correction of English oral performance based on the feedback provided by the system. A total of 61 fifth and sixth graders students were recruited. This study aims to examine the effects of respective oral practice feedback types and prior knowledge on learning performance, game performance and speaking anxiety in digital game-based language learning. Learning performance includes oral, listening, vocabulary, sentence, and overall learning performance. Game performance contains learning type and gaming type. Learning type includes number of times of entering Challenge stage, completed times of sentence dragging practicing, number of times of correct in oral practicing, and number of times of listening; gaming type includes number of coin, number of completed task, and number of purchased items. Data analysis included descriptive analysis, independent samples t-test, ANCOVA, and Pearson product-moment correlation coefficient. The results showed that significant differences were not found between the group with oral feedback and the group without oral feedback in learning performance, game performance and speaking anxiety in digital game-based language learning. Potential reasons for this might be that the oral practice feedback was not detailed enough which resulted in no significant differences were found. The results also showed that low prior knowledge learners significantly enhanced oral and overall learning performance than those high prior knowledge learners. Learners with low prior knowledge had significantly high speaking anxiety than high prior knowledge learners prior to the experiment. However, after the experiment, there was no significant difference in speaking anxiety between the two groups. Such results revealed that digital game-based English learning environment effectively reduced low prior knowledge learners’ speaking anxiety. In addition, the results demonstrated that the speaking anxiety and learning performance were negatively correlated at a significant level but the significance was not found in oral performance; there was a positive correlation between prior knowledge and learning performance at a significant level; the results also suggested that the negative correlation between speaking anxiety and prior knowledge.
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