英語作為外語的互動式情境學習環境之系統設計

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陳書瑜(Shu-yu Chen) 查詢紙本館藏

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資訊工程學系

論文名稱

英語作為外語的互動式情境學習環境之系統設計
(An Interactive and Contextual Learning Environment for EFL Learning)

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摘要(中)

英語已經被大多數的非英文母語國家認為是最重要的外語。然而，在台灣的教育體制下，很少會看到學生能夠與外國人輕鬆交談。原因在於忽視了語言學習的自然發展順序，同時學生很少有機會能結合情境使用英文，這會讓他們覺得英文不實用也鮮有動機去學習，從而導致學習成效差等問題。鑑於以上情況，本研究提出了互動式英語情境學習系統。
本研究以國立高中一年級學生為研究對象，總共40位女學生，透過實證研究比較方式，分為控制組和實驗組，作為學習成效上之對照。並且深入探討學習者在此英文學習系統上的行為表現與學習成效之間的關係。最後調查了學習者對於此英文學習系統的接受程度並做了相關訪談。
研究結果發現，控制組和實驗組在英文口說學習效果上有顯著差異，經過此英語學習系統學習的實驗組學生在口說能力上得到很大提升。同時實驗組學生在英聽後測中的結果也比在教室接受傳統教學的控制組略勝一籌。大多數實驗組參與者一致認同本研究所開發的英文學習系統，可以有效增強其英文學習動機，並有強烈的持續使用意圖。

摘要(英)

English has been recognized as being the most important foreign language in most non-English-speaking countries. However, Taiwan is facing a serious problem in terms of English proficiency. It’s hard to find a student to be able to engage in even a marginal dialogue with native English speakers due to the neglect of natural procedure in language learning. Additionally, traditional teaching ways lose contact with the context, making learners feel little practical and motivation in learning English. In the view of this phenomenon, a context-aware system based on ubiquitous interactive games for second language learning in high school is proposed. It uses a new attempt to let students make sentences by combining with flash cards created by themselves and used in real life.
Participants were 40 first grade females from one senior high school. 20 of them were employed as the control group and the other 20 were employed as the experimental group. Influence of the system on learning effectiveness was discussed. Moreover, the relationship between learning behavior of using system and learning achievement in experimental group were further explored. Finally, the survey and interview with students in the acceptance of learner’s impression of the system use were conducted.
The experimental results show that students in experimental group achieved significantly better speaking effectiveness in comparison with the students who just learned in a traditional classroom, listening to videos on TV, implying that the system was helpful to the students in motivating them and improving their speaking effectiveness. Mean score of English listening in experimental group was also higher than that in control group in post-test though there was no significant difference between them. In the meantime, the results of the questionnaire survey showed that high percentage of the students in experimental group were satisfied with using this English learning system and perceived its usefulness.

關鍵字(中)

★ 英语學習
★ 行動學習
★ 卡片學習

關鍵字(英)

★ EFL learning
★ Mobile learning
★ Flash cards learning

論文目次

摘要 i
Abstract ii
Acknowledgements iii
Contents iv
List of Figures vii
List of Tables ix
Chapter 1 Introduction 1
1.1 Background and Motivation 1
1.2 Purposes 2
1.3 Limitations 3
Chapter 2 Literature Review 4
2.1 Language Learning Theory and English Teaching Methods 4
2.1.1 Language Learning Theory 4
2.1.2 English Teaching Methods 5
2.2 Game-based Learning and Motivation in Language Learning 6
2.2.1 Game-based Learning 6
2.2.2 Motivation in Language Learning 7
2.3 Situated Learning and Mobile Learning 10
2.3.1 Situated Learning 10
2.3.2 Mobile Learning 11
2.4 Flash Cards and Keyword Caption 12
2.5 Autism communication 13
2.6 Technology Acceptance Model 14
Chapter 3 System Design and Implementation 16
3.1 System Design 16
3.2 Implementation 17
3.2.1 Practice Part - “Personal Practice Room” 17
3.2.2 Design Part - “Additional Functions” 24
3.2.3 Interaction Part - “Challenge the Game King” 26
Chapter 4 Research Methods 31
4.1 Research Architecture 31
4.2 Research Procedure 32
4.3 Participants 33
4.4 Experimental Activities 35
4.5 Measuring Tools 38
4.6 Data Collection 39
4.7 Data Processing 40
Chapter 5 Results and Analysis 42
5.1 Analysis of Learning Results 42
5.1.1 Analysis of English learning effectiveness 42
5.1.2 Analysis of English gain 44
5.2 Analysis of the Relationship with Learning Effectiveness and Behavior 45
5.2.1 Pearson Product-moment Correlation analysis between Post-test and behavior 45
5.2.2 The Forecasting Ability of behavior of using system for the Post-test effects 49
5.2.3 Summary 50
5.3 Analysis of Questionnaire 51
5.3.1 TAM 51
5.3.2 ARCS 56
Chapter 6 Conclusions and Future Works 62
6.1 Conclusions 62
6.2 Future Work 63
References 64
Appendix Ⅰ Questionnaire of TAM 70
Appendix Ⅱ Questionnaire of ARCS 73
Appendix Ⅲ Open-ended Questionnaire 75
Appendix Ⅳ Interview 77

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指導教授

施國琛(Timothy K.Shih)

審核日期

2013-7-23

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