博碩士論文 106524009 詳細資訊




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姓名 李國豪(Guo-Hao Li)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 智慧互動SmartVpen在真實情境對於英文學習之影響
(A Study of Smart Interaction Using SmartVpen and its influence on English Learning in Authentic Contexts)
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摘要(中) 隨著科技日新月異,行動科技開始蓬勃發展,許多研究者著手研究如何將其導入教育領域當中,原因在於行動科技有著許多優勢,例如便攜性,多媒體工具,網路功能,而本研究選擇將其應用於英文學習領域之中。研究發現台灣英文學習環境並無太多機會讓學習者進行聽與說的練習,導致學習者口說能力的低落,所以本研究將利用行動科技的特性以及情境學習為學習者提供練習口說的環境。
因此,為對應國中學習者的英文教學,本研究開發了一套SmartVpen系統,主要功能為識別學習者的口說語音並給予準確率的回饋,以及通過雲端資料庫辨識學習者的練習問句並給予適當的回答。本研究主要探討的目的為三組學習者的學習成效和學習行為差異,三組學習者分別為實驗組、控制組1和控制組2,其中實驗組使用本研究所開發的SmartVpen進行活動,而控制組1僅使用Android內建功能進行活動,最後的控制組2則是無科技介入的傳統教學。研究對象為八年級的學習者,參與研究人數為69人,時間為期6週。
研究結果顯示使用本研究系統的學習者,不管是英文的理解還是英文的口說能力方面都明顯好於其他學習者,進一步探究其學習行為,發現準確率對於英文口說能力最具相關性以及預測力,換句話說,本研究系統能有效提升學習者的口說能力,尤其以語音辨識準確率的回饋最為有效,因為學習者會為了達到最高準確率,而進行反覆練習,達到精熟學習的效果。另一方面,發現學習者在真實情境中進行對話練習的次數會多於非真實情境當中,因為學習者對於遠離教室這種單一情境,前往不同情境,是感到新奇有趣的,藉此引發學習者練習的動機,由此可知在真實情境中進行智慧對話練習對於學習者口說能力的提升是一項重要因素。
摘要(英) With the rapid development of technology, a variety of mobile devices have come out. Many researchers have started to study how to implement mobile devices into the field of education. The reason is that mobile devices have many advantages, such as portability, multimedia tools, and network. It is found that there are not many opportunities for learners to practice listening and speaking in Taiwan′s English learning environment, which leads to the decline of learners′ oral ability. Therefore, this study will provide learners with an environment to practice oral speaking by taking advantage of the characteristics of mobile devices and situational learning.
For English teaching of junior high school students, this study developed a system, SmartVpen. The main function is to identify learners′ oral speech and give accurate feedback and to identify learners′ exercise questions and give appropriate answers through the cloud database. For the purpose of this study mainly discusses three groups of learners′ differences in learning and learning behavior, three groups of learners to the experimental group and control group 1 and control group 2, respectively, in which the experimental group using SmartVpen this institute development activities, and the control group 1 only using Android built-in function of activity, the control group 2 is no involvement of the traditional teaching of science and technology. The subjects of the study were eighth-grade learners with 69 participants over six weeks.
Research results show that the use of the system of learners, whether in the understanding of the English or English speaking ability is much better than any other learners, to further explore their learning behavior, found that the accuracy for speak English the most correlation and predictive, in other words, this study system can effectively promote learners′ spoken ability, especially with the feedback of the speech recognition accuracy is the most effective, because learners in order to achieve the highest accuracy, and to carry on the practice, to achieve the effect of mastery learning. On the other hand, it is found that learners practice more dialogues in the real situation than in the non-real situation, because learners are novel and interesting to get rid of the single situation in the classroom, thus triggering learners′ motivation to practice. It can be seen that practicing intelligent dialogue in an authentic environment an important factor to improve learners′ speak ability.
關鍵字(中) ★ 行動科技輔助語言學習
★ 情境學習
★ 語音辨識
★ 矯正性回饋
關鍵字(英) ★ MALL
★ Situated learning
★ Speech recognition
★ Corrective Feedback
論文目次 中文摘要 i
Abstract ii
目錄 iv
圖目錄 vii
表目錄 viii
第一章 緒論 1
1.1研究背景與動機 1
1.2研究目的與問題 3
1.3研究限制 4
第二章 文獻探討 6
2.1英語學習與智慧互動 6
2.1.1口說能力對於英文學習的重要性 6
2.1.2行動科技輔助語言學習(Mobile assisted language learning, MALL) 7
2.1.3英語口說辨識與回饋 8
2.2真實情境對學習之影響 9
2.3戲劇創作 11
第三章 系統設計與實作 13
3.1系統設計概念 13
3.1.1系統架構 16
3.2對話練習過程 17
3.3戲劇創作過程 19
3.3.1註記工具 19
3.3.2戲劇創作 20
3.3.3觀看分享 22
3.4操作型定義 22
第四章 研究方法 24
4.1研究架構 24
4.2研究對象與時間 27
4.2.1不同組別學習者學習活動之差異 27
4.3研究流程 29
4.4研究工具 31
4.4.1紙筆和口說測試 31
4.4.2戲劇評估標準 33
4.4.3問卷調查 34
4.5資料收集與分析 34
第五章 研究結果與討論 36
5.1不同組別學習者在學習成效之差異 36
5.1.1筆試測驗之差異 36
5.1.2筆試字彙成績之差異 38
5.1.3筆試句子成績之差異 41
5.1.4筆試會話成績之差異 43
5.1.5口說測驗之差異 44
5.1.6口說字彙成績之差異 47
5.1.7口說句子成績之差異 49
5.1.8口說會話成績之差異 52
5.1.9口說情境描述成績之差異 54
5.2學習行為與學習成效之相關性分析 57
5.2.1非情境對話、智慧情境對話與學習成效之相關性分析 57
5.2.2非情境對話、智慧情境對話與口說能力之相關性分析 59
5.2.3註記行為、學習成效與口說能力之相關性分析 61
5.2.4回家作業、學習成效與口說能力之相關性分析 63
5.2.5戲劇行為、學習成效與口說能力之相關性分析 65
5.3學習行為與學習成效間迴歸分析 67
5.4非情境與智慧情境對話行為之差異 69
5.5實驗組和控制組1戲劇活動之差異 70
5.6問卷結果分析 72
第六章 結論與建議 75
6.1研究結論 75
6.1.1不同組別學習者的紙筆測驗成績對於學習成效之影響 75
6.1.2不同組別學習者的口說測驗成績對於學習成效之影響 76
6.1.3學習者使用SmartVpen的學習行為對於英文理解之影響 76
6.1.4學習者使用SmartVpen的學習行為對於口說能力之影響 77
6.1.5學習者進行對話練習時,身處真實環境對學習行為之影響 77
6.1.6使用SmartVpen學習者與未使用SmartVpen學習者進行戲劇創作時所展現出的戲劇成效之差異 77
6.1.7學習者對於使用SmartVpen以真實物件練習情境對話的看法 78
6.2未來建議 78
參考文獻 80
附錄一 英文紙筆測驗-前測 87
附錄二 英文口說測驗-前測 89
附錄三 英文紙筆測驗-後測 91
附錄四 英文口說測驗-後測 93
附錄五 單字句子活動學習單 95
附錄六 非情境對話活動學習單 98
附錄七 智慧情境對話活動學習單 99
附錄八 戲劇創作活動學習單 100
附錄九 回家作業一 101
附錄十 回家作業二 102
附錄十一 回家作業三 103
附錄十二 擴增實境學習問卷 104
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指導教授 黃武元(Wu-Yuin Hwang) 審核日期 2019-9-18
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