探討任務導向教學法融入3D英語學習情境對於學習之影響：在Second Life上的個案研究

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：107

、訪客IP：3.128.172.154

姓名

黎濬赫(JUN-HE LI) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

探討任務導向教學法融入3D英語學習情境對於學習之影響：在Second Life上的個案研究
(The Effect of Implementing Task-based Approach into 3D Context toward English Learning: A Case Study on Second Life)

相關論文

★ 應用智慧分類法提升文章發佈效率於一企業之知識分享平台	★ 家庭智能管控之研究與實作
★ 開放式監控影像管理系統之搜尋機制設計及驗證	★ 資料探勘應用於呆滯料預警機制之建立
★ 探討問題解決模式下的學習行為分析	★ 資訊系統與電子簽核流程之總管理資訊系統
★ 製造執行系統應用於半導體機台停機通知分析處理	★ Apple Pay支付於iOS平台上之研究與實作
★ 應用集群分析探究學習模式對學習成效之影響	★ 應用序列探勘分析影片瀏覽模式對學習成效的影響
★ 一個以服務品質為基礎的網際服務選擇最佳化方法	★ 維基百科知識推薦系統對於使用e-Portfolio的學習者滿意度調查
★ 學生的學習動機、網路自我效能與系統滿意度之探討-以e-Portfolio為例	★ 藉由在第二人生內使用自動對話代理人來改善英文學習成效
★ 合作式資訊搜尋對於學生個人網路搜尋能力與策略之影響	★ 數位註記對學習者在線上學習環境中反思等級之影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 ( 永不開放)

摘要(中)

本篇論文的目的是要實行一套英語教學，此英語教學是根據生活英語所選課程單元當作教材，依據單元於Second Life上建置情境式場景，並嘗試結合Jane Willis在1996年(Willis, 1996 [1])所提出任務導向教學法(Task-Based Learning)的理論架構於Second Life虛擬環境上來設計出一個三階段的3D英語情境教學流程。我們以生活英語單元為主題，規劃了線上3D虛擬英語課程，實驗對象為北部某國立大學33位學生，分兩批進行，來讓學生於此進行虛擬情境式的英語學習課程。整個研究將藉由前後測驗和問卷、錄影觀察以及訪談回饋來評估學生整體的學習狀況以及整體的實驗觀察，最後的研究結果即明顯的顯示出在Second Life上融入任務導向教學法是能夠有效提升學生的學習動機、態度和成效的。

摘要(英)

The purpose of this thesis is to implement a set of English teaching that is based on the living English selected course units as teaching materials. According to the materials, we build situational scenarios on Second Life and try to combine the framework of Task-Based Learning approach that was proposed by Jane Willis in 1996 to design a three-stage 3D classroom teacher teaching process in the virtual environment of Second Life (Willis, 1996 [1]). We use the living English units as the theme, planning the online 3D virtual English courses. There are thirty three students of National University in this experiment. They were divided into two groups to attend the scenario-based English language courses in this virtual environment. Throughout the study will be assessed by pre-test, post-test, questionnaires, video observations and interviews with feedback to estimate students’’ overall learning situation and experimental observation. The final results that show implementing Task-Based Learning approach into Second Life is the ability to effectively enhance students’’ motivation, attitude and effectiveness.

關鍵字(中)

★ 虛擬環境
★ Second Life
★ 任務導向教學法

關鍵字(英)

★ Virtual Environment
★ Task-Based Learning
★ Second Life

論文目次

中文摘要 i
英文摘要 ii
誌謝 iii
目錄 iv
圖目錄 v
表目錄 vi
一、緒論 1
二、文獻探討 3
2.1 英語學習： 3
2.2 Task-based learning(TBL) 4
2.3 在Virtual World中的英語學習 7
三、研究架構 10
四、系統 13
五、研究內容與方法 18
5.1 設計 18
5.2 實驗對象 18
5.3 研究工具 21
5.4 實驗流程 27
5.5 分析方式 34
六、結果與討論 34
七、結論與未來展望 51
參考文獻 53
附錄一八個單元的教學規劃設計內容 59
附錄二八個單元的教學規畫設計上課情況 67
附錄三前、後測驗試題 70

參考文獻

[1] Willis, J. (1996). A framework for task-based learning. Harlow, U.K. Longman Addison- Wesley.
[2] Jokela, P. (2003). Peer-to-peer learning – An ultimate form of e-learning. In Proceedings of world conference on e-learning in corporate, government, healthcare, and higher education (ELEARN 2003) (pp. 1624–1631).
[3] Dickey, M. D. (2003). Teaching in 3D: Pedagogical affordances and constraints of 3D virtual worlds for synchronous distance learning. Distance Education, 24(1), 105–121.
[4] Witmer, B. G., Singer, M. J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence: Teleoperators and Virtual Environments, 7(3), 225–240.
[5] Lucia, A. D., Francese, R., Passero, I., & Tortora, G. (2008). Development and evaluation of a virtual campus on Second Life: The case of SecondDMI. Computers & Education, 52(1), 220-233
[6] Monahan, T., McArdle, G., Bertolotto, M. (2008). Virtual reality for collaborative e-learning. Computers and Education, 50(4), 1339–1353.
[7] Jarmon L, Traphagan T, Mayrath M, Trivedi A. (2009). Virtual world teaching, experiential learning, and assessment: an interdisciplinary communication course in Second Life. Comput Educ. 2009 Aug;53(1):169–182.
[8] Andreas K., Tsiatsos, T., Terzidou, T., Pomportsis, A. (2010). Fostering collaborative learning in Second Life: Metaphors and affordances. Computers & Education, 55(2), 603-615
[9] Mayrath, M. C., Traphagan, T. , Heikes E. J., & Trivedi, A. (2009). Instructional design best practices for Second Life: a case study from a college-level English course. Interactive Learning Environments, 19(2), 125 – 142.
[10] Zheng, D., Young, M. F., WAGNER, M. M., & BREWER, R. A. (2009). Negotiation for Action: English Language Learning in Game-Based Virtual Worlds. Modern Language Journal,93(4), p489-511
[11] Guttentag, D. A. (2010). Virtual reality: Applications and implications for tourism. Tourism Management,, 31(5), 637–651. 2010.
[12] Iqbal, A., Kankaanranta, M., Neittaanmaki, P. (2010). Experiences and motivations of the young for participation in virtual worlds. Social and Behavioral Sciences, 2(2), Innovation and Creativity in Education, 3190-3197.
[13] Kaplan, A.M. & Haenlein, M. (2009) The fairyland of Second Life: About virtual social worlds and how to use them, Business Horizons 52 (6), pp. 563–572.
[14] Petrakou, A. (2009). Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, 54(4), 1020-1027
[15] Herold, D. K. (2009).Mediating Media Studies – Stimulating critical awareness in a virtual environment. Computers & Education, 54(3), 791-798
[16] Savin-Baden, M. (2008). From cognitive capability to social reform? Shifting perceptions of learning in immersive virtual worlds. ALT Journal, 16(3), 151–161.
[17] Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31 (3), 221-239.
[18] Girvan, C., & Savage, T. (2010). Identifying an appropriate pedagogy for virtual worlds: A Communal Constructivism case study. Computers and Education, 55(1), 342-349.
[19] Mayrath, M., Sanchez, J., Traphagan, T., Heikes, J., Trivedi, A. (2007). Using Second Life in an English Course: Designing Class Activities to Address Learning Objectives. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007. Chesapeake, VA: AACE.
[20] Chen, C.M., & Chung, C.J. (2007). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645
[21] Lopez, O.S. (2009). The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using interactive whiteboard technology. Computers & Education, 54(4), 901-915
[22] Liu, G.Z., Liu, Z.H., & Hwang, G.J. (2011). Developing multi-dimensional evaluation criteria for English learning websites with university students and professors. Computers & Education, 56(1), 65-79
[23] Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge University Press.
[24] Shih, Y. C., & Yang, M. T. (2008). A Collaborative Virtual Environment for Situated Language Learning Using VEC3D. Educational Technology & Society, 11(1), 56-68
[25] Prabhu, N .S. (1987). Second language pedagogy. Oxford: Oxford University Press.
[26] Breen, M.P. (1984). Process syllabuses for the language classroom. In C. J. Brumfit (Ed.), General English syllabus design. (ELT Documents No. 118, pp. 47-60). London: Pergamon Press & The British Council.
[27] Breen, M. P. (1987). Learner contributions to task design. In C.N. Candlin & D. Murphy (Eds.), Lancaster Practical Papers in English Language Education: Vol.7. Language learning tasks (pp.23-46). Englewood Cliffs, NJ: Prentice Hall.
[28] Breen, M. P., & Candlin, C. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2) , 89-112
[29] Candlin, C. N. (1984). Syllabus design as a critical process ( ELT Documents No. 118, pp.29-46). London: Pergamon Press & The British Council
[30] Candl in, C. N. (1987). Towards task-based language learning. In C. N. Candlin & D. Murphy (Eds.), Lancaster Practical Papers in English Language Education: Vol .7. Language learning tasks ( pp . 5-22). Englewood Cliffs, NJ: Prentice Hall.
[31] Candlin, C.N. & Murphy, D. (Eds.). (1987). Language Learning Tasks. Englewood Cliffs, NJ: Prentice Hall. (Also in Lancaster Practical Papers in English Language Education; Vol. 7).
[32] Long, M. H., & Crooks, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56.
[33] Foster, P. (1999). Key concepts in ELT: Task-based learning and pedagogy. ELT Journal, 53 (1), 149-156. http://dx.doi.org/10.1093/elt/53.1.69
[34] Kavaliauskiene, G. (2005). Task-based Learning and Learning Outcomes in the ESP Classrooms. Studies about Languages, vol. 7.
[35] Bischoff P. J., Anderson O. R. (1998). Abundance and diversity of gymnamoebae at varying soil sites in northeastern U. S. A. Acta Protozool. 37: 17-2
[36] Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York and Cambridge, UK: Cambridge University Press
[37] Harmer, J. (2008). How to Teach English (Second Edition). Pearson Education
[38] Foster, P. (2009). Task-based language learning research: expecting too much or too little? International Journal of Applied Linguistics, 19(3), 247-263
[39] Biocca, F. (1997). The cyborg’s dylemma: Progressive embodiment in virtual
environments. Jorunal of Computer-Mediated Communication (On-Line serial) 3(2)
[40] Bishop, J. (2009). Enhancing the understanding of genres of web-based communities: The role of the ecological cognition framework. International Journal of Web-Based Communities, 5(1), 4-17.
[41] Shih, Y. C., & Yang, M. T. (2008). A Collaborative Virtual Environment for Situated Language Learning Using VEC3D. Educational Technology & Society, 11(1), 56-68
[42] Boulos, M., Hetherington, L. & Wheeler, S. (2007). Second Life: an overview of the potential of 3-D virtual worlds in medical and Health education. Health Information & Libraries Journal, 24(4), 233–245.
[43] Prasolova-Forland, E., Sourin, A. & Sourina, O. (2006). Cybercampuses: design issues and future directions. Visual Computing, 22(12), 1015–1028.
[44] Dalgarno, B. & Lee, M.J.W. What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32. 2010.
[45] "8D Taps Language Learners, Bots, Microtransactions". Virtual World News. 2009-05-29. Retrieved 2009-06-22.
[46] Whittington, C. D., & Campbell, L. M. (1998) Task-Based Learning Environments in a Virtual University. Computer Networks & ISDN Systems, 30, 707-709.
[47] Collentine, K. (2011). Learner autonomy in a task-based 3D world and production. Language Learning & Technology, 15(3), 50-67.
[48] Deutschmann, M., Panichi, L., & Molka-Danielsen, J. (2009). Designing oral participation in Second Life - a comparative study of two language proficiency courses. ReCALL, 21(2), 206-226.
[49] Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., & Moonen, M. (2011). Verbal interaction in Second Life: Towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1), 77-101.
[50] Edwards, C. (2006). “Another world.” IEEE Engineering & Technology, 1(9):28-32, Dec.
[51] Wang, C.X., Song, H., Stone, D.E., & Yan, Q. (2009). Integrating Second Life into an EFL Program in China: Research Collaboration across the Continents. Humanities, Social Sciences and Law, 53(6), 14-19
[52] Schmeil, A. and Eppler, M. J. (2009). Knowledge Sharing and Collaborative Learning in Second Life: A Classification of Virtual 3D Group Interaction Scripts. International Journal of Universal Computer Science (JUCS), 15(1).
[53] Friedman, D., Steed, A., Slater, M. (2007). Spatial Social Behavior in Second Life. In: Pelachaud, C. (ed.) Intelligent Virtual Agents. Lecture Notes in Computer Science, Springer, Berlin, pp 252--263.
[54] Liou, H. C. (2011). The roles of Second Life in a college computer assisted language learning (CALL) course in Taiwan, ROC. Computer Assisted Language Learning, DOI:10.1080/09588221.2011.597766.
[55] Alavi, M., & Leidner, D. E. (2001). Research commentary: technology-mediated learning – a call for greater depth and breadth of research. Information Systems Research, 12(1), 1–10
[56] Benbunan-Fich, R., & Hiltz, S. R. (2003). Mediators of the effectiveness of online courses. IEEE Transactions on Professional Communication, 46(4), 298–312.
[57] Pintrich, PR, Smith, DAF, Garcia, T& McKeachie, WJ. (1999). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). The regents of the University of Michigan.
[58] Gardner, R.C., Tremblay, P.F. and Masgoret, A-M. (1997) Towards a full model of second language learning: An empirical investigation. Modern Language Journal 81,344–362.
[59] Bellotti, F., Berta, R., De Gloria, A. & Primavera, L. (2010). Supporting authors in the development of task-based learning in serious virtual worlds. British Journal of Educational Technology, 41, 1, 86–107.
[60] Papert. S. (1991). Situating Constructionism. in Harel I..& Papert S. (eds) Constructionism. Ablex Publishing Corporation. Norwood. New Jersey.
[61] Schilit, B.N. and Theimer, M.M. (1994). Disseminating Active Map Information to Mobile Hosts. IEEE Network 8 (5): 22–32.
[62] Joyce, B. R., & Weil, M. (1986). Models of teaching (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
[63] Salies, T. G. (1995). Teaching Language Realistically: Role play is the Thing. (ERIC Document Reproduction Service No. ED 424753)
[64] Bradshaw, D. (2006), New practices in flexible learning: Virtual Worlds—Real learning! pedagogical reflections. Australian flexible learning framework. Retrieved September 10, 2010

指導教授

楊鎮華(Jenn-hwa Yang)

審核日期

2012-7-19

推文