原文書英文單字學習系統在電腦網頁與手機兩種載具的學習成效之分析比較

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、以作者查詢臺灣博碩士

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姓名

陳柏諺(Po-yen Chen) 查詢紙本館藏

畢業系所

資訊管理學系

論文名稱

原文書英文單字學習系統在電腦網頁與手機兩種載具的學習成效之分析比較
(The Analysis and Comparison of Students′ Learning Performance via Web and Smart Phone on Using English Text Book Vocabulary Learning System)

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摘要(中)

因應全球化的來臨，國內各大專院校多採用原文書來進行教學，學生需有一定的英語字彙識得率才能理解課文所教授的內容。在智慧型手機以及行動網路的普及下，以手機來學習英語字彙的系統如雨後春筍般的出現。字彙學習策略分為兩大類，認知和後設認知的部份，研究中建立起一使用者行為模型，讓使用者能使用較佳的認知與後設認知策略，來進行英語字彙的學習。
本研究基於單字學習策略，分別開發出手機以及網頁版本的英語字彙學習系統，參與實驗的使用者分別使用這兩種版本來學習原文書上的專業單字，希望藉相似功能的兩套系統來比較使用者在兩種載具上的學習成效，智慧型手機的特性使否是能對英語字彙的學習帶來正面的效益?在手機上的學習行為是否會與網頁上有所差異?
實驗的參與者為中央大學資訊管理學系中大三的學生，學習的單字為組織行為課程中第三章至第六章的單字，在每一章的教學前會施行前測了解其在學習前的字彙能力，經過了兩週的學習後再去藉由後測衡量其進步程度。根據其前後測成績與系統紀錄下的使用資料與前後測表現，來進行後續的分析活動。
根據實驗分析的結果學生不管是使用網頁還是手機來學習，其英語字彙能力皆能有所進步，但其進步的幅度有差異，使用網頁來學習英語字彙的進步幅度會較使用手機明顯，所以完全使用手機來學習字彙的方法，可能還是不足以取代以網頁來學習。網頁組學生在進行學習時，偏好使用鞏固策略來進行學習，手機組學生在進行學習時偏好使用探究策略來進行學習。若能加強手機使用者在鞏固策略的使用意願，將能手機英語字彙學習系統更加的成功，也讓手機成為英語字彙學習的另一種選擇。

摘要(英)

As the trend of globalization, many universities’ teachers choose English textbook for class in Taiwan. Students should have the basic ability in vocabulary that can understand the content of the book. Due to the popularity of smart phones and mobile networks, the application for English vocabulary learning comes up. There are two main strategies of vocabulary learning, discovery strategy and consolidation strategy. The research observes the user operation process of the learning application and constructs a user behavior model to understand which behavior corresponds to what strategy.
The research based on the vocabulary learning strategy, developing the smart phone and the webpage version application respectively. The users who join the experiment should use these two types of tool learning the professional vocabularies. Through compared the learning effects of the similar function on that two tools, we can observe whether using smart phone to learning English will get the positive benefits or not. On the other hand, it also can understand the difference of learning behavior between these two tools.
The participants in the experiment are the third grade students of the National Central University who major in information management and study Organization Behavior. The vocabularies they should learn are the content from chapter three to six of Organization Behavior textbook. Before teaching each chapter, the research will implement the pro-test to understand the ability of their vocabulary. After a two-week study, then go through the post-test to measure the degree of progress. According to the pro-test and post-test grade performance and the using log file from system, the research will process the subsequent analysis.
The result shows that no matter which tool they used, both methods will encounter some progress on their English vocabulary but the range of progress have large difference. The way that using the web to learn English vocabulary would be more obvious progress than using the smart phones, so completely use of the smart phones to learn vocabulary may still be insufficient to replace the webpage learning. The result shows that no matter which tool they used, both methods will encounter some progress on their English vocabulary but the range of progress have large difference. The way that using the web to learn English vocabulary would be more obvious progress than using the smart phones, so completely use of the smart phones to learn vocabulary may still be insufficient to replace the webpage learning. Students using webpage to learn prefer to use consolidation strategy to assist learning. Students using phone to learn prefer to use discovering strategy to assist learning. If we can intensify the phone users′ motivate of using consolidation strategy to learn, the mobile English learning system will be more useful and the phone will be one of the option of English vocabulary learning tools.

關鍵字(中)

★ 英語字彙學習
★ 數位學習
★ 行動學習
★ 單字學習策略

關鍵字(英)

★ Vocabulary learning
★ E-learning
★ Mobile learning
★ Vocabulary learning strategy

論文目次

摘要 I
Abstract III
致謝 V
目錄 VI
圖目錄 VIII
表目錄 X
一、緒論 1
1.1　研究背景與動機 1
1.2　研究目的 3
二、文獻探討 4
2.1　字彙學習理論 4
2.2　學習行為 6
2.3　學習成效 7
2.4　行動學習 8
2.5　行動學習與傳統數位學習比較 9
2.6　以手機、電腦做為數位學習載具的差異性 10
三、研究流程 11
四、系統設計與架構 14
4.1　使用者學習流程模型 14
4.2　系統架構 15
4.3　系統設計 17
五、實驗設計與分析架構 24
5.1　實驗設計 24
5.2　實驗流程 25
5.3　問卷設計與半結構訪談 26
5.4　實驗分析流程 28
六、資料分析與討論 31
6.1　結果分析 31
6.1.1　網頁組與手機組實驗前英語字彙能力差異 31
6.1.2　網頁組與手機組MyVLT學習成效 32
6.1.3　網頁組與手機組MyVLT如何增進學習成效 35
6.1.4　單字分析 37
6.1.5　手機組與網頁組使用情形統計描述 43
6.1.6　手機組與網頁組使用功能比較分析 44
6.1.7　分析結果整理 48
6.2　結果討論 49
七、結論與未來工作 53
7.1　結論 53
7.2　研究限制與未來展望 54
參考文獻 56
附錄一質化訪談逐字稿 59
附錄二各章節採用單字表 61

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指導教授

許智誠(Chih-cheng Hsu)

審核日期

2014-7-21

推文