利用手持裝置APP輔以情境英文單字學習：學習動機與成效之影響

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：21

、訪客IP：3.147.59.9

姓名

林柏均(Bo-Jyun Lin) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

利用手持裝置APP輔以情境英文單字學習：學習動機與成效之影響
(Using Handheld Apps in Situated English Vocabulary Learning Environment: Impact on Learning Motivation and Outcome)

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)

本研究為探討基於FSVL學習策略輔以手持裝置APP於情境學習環境對於學生在英文單字上的影響，於此本研究開發出一套情境英文單字手持裝置APP，用以幫助學生進行FSVL學習策略於情境學習的學習活動，實驗參予者為80位大學生和1位授課教師，實驗將學生分為使用手持裝置APP於情境單字學習和傳統教室內單字學習兩組，皆進行FSVL的學習活動，並利用訪談，測驗，ARCS動機問卷取得研究結果。最後研究結果表示利用手持裝置APP於情境學習環境相較傳統教室內單字學習對於學生在英文單字學習上的學習動機與成效皆表現得較好。

摘要(英)

The main aim of this research is to discuss the learning effect of students learning situation English vocabulary under the influence of FSVL learning strategy, which is assisted with handheld device APP. Hence, we develop a handheld APP device with dedication to situation English vocabulary learning. With this program, we help students use FSVL learning strategy so as to keep learning activities, for example, situation learning, under control. The subjects are 80 college students and 1 certificated teacher. With the aspect of knowing the influence of FSVL learning activities, the experiment categorized students into two division: one with handheld device APP and one with traditional equipment in normal classroom. We obtain the research result by way of interviews, tests, and ARCS motivation questionnaire. The result displays the fact that, by comparison with those learning in traditional classroom, subjects learning English vocabulary with handheld device APP gain higher performance in both learning motivation and learning outcome.

關鍵字(中)

★ ARCS動機
★ 手持裝置APP
★ 單字學習

關鍵字(英)

★ handheld device APP
★ vocabulary learning
★ ARCS motivation model

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
1. 緒論 1
2. 文獻探討 3
2.1. 五階段字彙學習策略(Five Step Vocabulary Learning, FSVL) 3
2.2. 情境學習(Situated Learning) 5
2.3. 行動學習(Mobile Learning) 6
3. 工具 8
4. 研究方法 11
4.1. 參與者 11
4.2. 教材內容 11
4.3. 學習活動 12
4.4. 研究工具 15
4.5. 研究假說 18
4.6. 實驗流程 20
4.7. 分析工具 22
5. 實驗結果與討論 22
5.1. 學習動機 22
5.2. 學習成效 28
6. 結論 29
文獻參考 31
附錄一、前測先備能力試卷 35
附錄二、後測學習成效試卷 37
附錄三、ARCS動機問卷 39

參考文獻

Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist.
Vol. 30(8), 30(8), 821-828
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and
education. Educational Researcher, 25(4), 5-11.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the cultural of learning.
Educational Researcher, 18(1), 32-42.
Brown, C., & Payne, M. E. (1994). Five essential steps of processes in vocabulary learning.
Paper presented at the TESOL Convention. Baltimore MD, USA.
Bryce Laporte,R.S.(1993).A lesser-known chapter of the African diaspora:West Indian in
Costa Rica. In J. E.Harris (Ed). Global dimensions of the African diaspora.
137-158.
Beaton, A., Gruneburg, M., Hyde, C., Shufflebottom, A., & Robert Sykes (2005).
Facilitationg of Receptive and Productive Foreign Vocabulary Learning Using the
Keyword Methods: The Role of Image Quality. Psychology Press, 13(5), 458-471.
Ballou, K. (2009). Language learner experiences in an online virtual world. The JALT CALL
Journal, 5(2), 61-70
Cooper, C. L., & Payne, R. (Eds.). (1988). Causes, coping, and consequences of stress at
work. Chichester, UK: Wiley.
Chaudron, C. (1983). Research on metalinguistic judgments: A review of theory, methods, and
results. Language Learning, 33, 343-377.
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. New
York: Cambridge University.
Chen, Y.S., Kao, T.C., Sheu, J.P., and Chiang, C.Y . (2002). A Mobile Scaffolding-Aid-Based
Bird -Watching Learning System. Proceedings of IEEE International Workshop on
Wireless and Mobile Technologies in Education (WMTE’’02), 15-22.
Collins, A. T. (1989). Cognitive apprenticeship and instruction technology. Teaching report
No.474 Champaign ,IL：Center for the Study of Reading, University of Illonois at
Urbana- Champaign.
Hotkevich, M. N. (1990, Fall). Cooperative learning: A teaching stragedy. Technology
Edvcation Update, 4-5.
Harley, S. (1993). Situated learning and classroom instruction. Educational Technology,
33(3), 46-51.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language
education. Cambridge: Cambridge University Press.
Haynes, M. (1993). Patterns and perils of guessing in a second language. In T. Huckin, M.
Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning ,46–65.
Hay, K. E. (1996). Legitimate peripheral participation, instructionism, and constructivism:
Whose situation is it anyway. In McLellan, H.,(Eds.), Situated Learning Perspectives
Englewood Cliffs, N.J.: Educational Technology Publications.,89-99.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning
environments. Educational Technology Research & Development, 48(3), 23-48.
Hwang, G. J., Chu, H. C., Shih, J. L., Huang, S. H., & Tsai, C. C. (2010). A
decision-tree-oriented guidance mechanism for conducting nature science observation activities in a context-aware ubiquitous learning environment. Educational Technology & Society, 13(2), 53-64.
Hwang, G. J., & Chu, H. C. (2008). Conducting situated learning in a context-aware
ubiquitous learning environment. Paper presented at the 5th IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE 2008), Beijing,China.
Huang, Y. M., Huang, Y. M., Huang, S. H., & Lin, Y. T. (2012). A ubiquitous English
vocabulary learning system: Evidence of active/passive attitudes vs. sefulness/ease-of-use. Computers & Education, 58(1), 273-282.
Wang, P. L., Wang, D. P. & Ceng, J. J.(2008)Learning strategy analyze of Vocabulary
memory textbook
Johnson, D. W. & Johnson, R. T. (1983). Effects of Cooperative, competi- tive, and
individualistic learning experiences on social development. 323-329.
Johnson, D. W., Johnson , R. T & Holubec, E.J. (1990). Circle of learning: Cooper- action in
the classroom (3rd ed.). Edina, MN：Interaction.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design.
Journal of Instructional Development, 10(3), 2e10.
Keller, J. M., & Suzuki, K. (2004, October). Learner motivation and E-learning design: A
multinationally validated process. Journal of Educational Media, 29(3), 229e239.
Kossen, J. S. (2001). When e-learning become m-learning. E-learning,2001(6), mobile
e-learning Section. PalmPower Enterprise Edition.
Klopfer, E., & Squire, K. (2005). Environmental detectives: the development of an augmented
reality platform for environmental simulations. Retrieved March 15, 2005 from
Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia
instruction for vocabulary learning. Educational Technology & Society, 11(3), 114-126.
Kim, P., Ng, C. K., & Lim, G. (2010). When cloud computing meets with Semantic Web: A new design for e-portfolio systems in the social media era. British Journal of Educational Technology, 41(6), 1018-1028.
Li Y. J (2010). An Application of Mobile Learning with Automatic Question Answering in Situated Learning--A Case Study of Dashi-Old-Streets Mobile Learning System
Liu, T., & Chu, Y. (2010). Using ubiquitous games in an English listening and speaking
course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Michael Lewis (Ed.) (2000) Hove, England: Language Teaching Publications . 245
McLellan, H. (1996). Situated learning：multiple perspectives. In McLellan, H.,（Eds）,
Englewood Cliffs, N.J.: Educational Technology Publications.Situated Learning Perspectives,5-17.
McLellan, H. (1996). Evaluation in a situated learning environment. In H. Mclellan, (Ed.),
Situated Learning Perspectives. Englewood Cliffs, NJ: Educational Technology Publications.
Oskarsson, M. (1975). The relationship between foreign language proficiency and various
psychological variables. Gothenburg University: Language Teaching Research Center. (ERIC Document Reproduction Service No. ED 127838)
Oxford, R. (1990a). Language learning strategies: What every teacher should know. Boston:
Heinle & Heinle Publishers.
Pressley, M. (1977). Imagery and children’’s learning: Putting the picture in developmental
perspective. Review of Educational Research, 47, 585-622.
Payne, J. W. (1994). Thinking aloud: Insights into information processing. Psychological
Science, 5, 241-248
Park, G.-P. (1997). Language learning strategies and English proficiency in Korean university
students. Foreign Language Annals, 1997, 30, 211-221.
Suchman (1987), Plans and situated actions: The problem of human-machine communication.
New York: Cambridge University Press.
Sugawara, M., (1992). The Effect of Productive-Use Vocabulary Exercises on Confidence
inVocabulary Knowledge and Receptive and Productive Vocabulary Acquisition. MA thesis, Linguistics Department, Brigham Young University.
Sun, K. T., Huang, Y. M., & Liu, M. C. (2011). A WordNet-based near-synonyms and
similar-looking word learning system. Educational Technology & Society, 14(1), 121–134.
The Cognition and Technology Group at Vanderbilt. (1990) .Anchored instruction and its
relationship to situated cognition. Education Researcher, 19(6), 2-10.
Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.
Winn, W. (1993). Instructional design and situated learning: paradox or partnership.
Educational Technology, 33(3), 16-21.
Yoshida, M The acquisition of English vocabulary by a Japanese speaking child. In: E. Hatch
(ed.) Second Language Acquisition: a book of readings. Rowley, Mass.: Newbury House. 1973.

指導教授

楊鎮華(Jenn-hwa Yang)

審核日期

2012-7-19

推文