英文單字樂園：學生自創字卡搭配複習機制強化英文字彙學習之系統設計及學習成效初探

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姓名

蔡東恩(Dong-En Cai) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

英文單字樂園：學生自創字卡搭配複習機制強化英文字彙學習之系統設計及學習成效初探
(Vocabulary Paradise: Student created English flashcards and reviewing system design and its effectiveness study)

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摘要(中)

隨著全球化影響，英語已是世界最通用的語言，也影響了目前台灣教育課程架構。單字是英語學習的基礎，但對於大多學生而言，學習英文單字的過程是枯燥乏味的，使得英語學習的興趣、信心低落，進而導致學習成效不佳。為了解決此問題，本研究開發了一套的英文單字學習系統─『英文單字樂園』（Vocabulary Paradise）。系統介面以島嶼為風格主軸，學生能藉由完成自主練習，逐漸地改變島嶼樣貌，其自主練習由練習發音、挑選錄音、練習拼字、字卡製作等步驟組成，最後學生能將其自創的字卡收藏。另外，本研究的學習活動設計納入複習機制，試圖加強學生的英文單字記憶。
本研究以桃園市某實驗教育團體的國小一年級學生為實驗對象，對學生進行四週的學習活動，並將其分成高、中、低成就組，利用魏克生符號等級檢定（Wilcoxon Signed-Rank Test）將前、後測的成績進行數據分析，以探討學生英文單字學習成效。此外，本研究除了使用基於ARCS動機模式設計的自編學習活動問卷來探討學生對於學習動機和感受狀況之外，還藉由訪談學生以探討使用系統時的學習策略。實驗結果顯示，三組學生的測驗結果皆大幅進步，另外，問卷及訪談其結果皆有正向反饋，表示多數學生使用『英文單字樂園』進行英文單字學習時具有良好學習動機表現。

摘要(英)

With the impact of globalization, English has become the most common language in the world, thus influencing the current educational curriculum structure in Taiwan. Vocabulary is the foundation of English learning, but for most students, the process of learning English vocabulary words is boring, which leads to low interest and confidence in English learning, and also leads to poor learning results. In order to solve the problem of English learning, this study developed an English vocabulary learning system — "Vocabulary Paradise". The interface of system is designed in the style of an island, and students can gradually change the appearance of the island by completing practices. A practice consists of practicing pronunciation part, selecting pronunciation, practicing spelling, and making a flashcard. Finally, students can collect their own flashcards. In addition, the learning activity design of this study incorporated the review mechanism to try to strengthen the students′ memory of English words. In addition, the learning activities of this study are designed with a review mechanism to try to strengthen the students′ memory of English vocabulary.
In this study, the first year students of primary school in an experimental education group in Taoyuan city were taken as experimental subjects and the students carry out learning activities for four weeks. In the study, the students were divided into high, middle and low achievement groups, and the scores of the pre-test and post-test were analyzed by using the Wilcoxon signed-rank test, so as to explore the students′ English vocabulary learning performance. In addition, the study uses a learning activity questionnaire designed based on the ARCS motivation model to explore students′ learning motivation and feelings, and interviews students to understand their learning strategies when using the system.
The experimental results show that the test scores of the three groups of students have improved significantly. In addition, the results of the questionnaires and interviews have positive feedback, indicating that most students have good learning motivation performance when using "Vocabulary Paradise" for English vocabulary learning.

關鍵字(中)

★ 多媒體學習
★ 英文單字學習
★ 複習
★ 字卡

關鍵字(英)

★ Multimedia learning
★ English vocabulary learning
★ Review
★ Flashcard

論文目次

摘要 i
Abstract ii
致謝 iii
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 2
1.3 研究問題 2
1.4 名詞解釋 3
1.5 研究範圍與限制 3
第二章文獻探討 5
2.1 訊息處理理論（Information Processing Theory） 5
2.2 多媒體學習的相關文獻 7
2.2.1 雙碼理論（Dual Coding Theory） 7
2.2.2 多媒體學習認知理論（Cognitive Theory of Multimedia Learning） 8
2.2.3 多媒體學習原則（Principles of Multimedia Learning） 10
2.3 英文單字學習的相關文獻 12
2.3.1 單字學習 12
2.3.2 英文單字學習策略 13
2.4 「興趣驅動創造者」理論─創造環 15
第三章系統設計與實作 17
3.1 系統簡介 17
3.2 關卡結構 17
3.2.1 主題 17
3.2.2 子主題 18
3.2.3 自主練習 18
3.3 系統介面及功能步驟 19
3.3.1 登入介面 19
3.3.2 世界地圖 19
3.3.3 主題島嶼 20
3.3.4 關卡選擇 21
3.3.5 基礎練習（Basic Practice） 22
3.3.6 字卡製作（Card Making） 26
3.3.7 背包 28
3.4 學習內容 29
3.5 系統開發與架構 29
3.5.1 討論系統內容 30
3.5.2 設計使用案例圖與實體關聯圖 30
3.5.3 評估可行性並取得共識 31
3.5.4 系統介面與功能設計 31
3.5.5 資料庫建置 32
3.5.6 系統整合 32
第四章研究方法 33
4.1 研究設計 33
4.2 研究對象 34
4.3 研究工具 34
4.3.1 英語認字測驗卷 34
4.3.2 學習活動問卷 35
4.3.3 系統使用問卷 37
4.3.4 訪談紀錄 38
4.4 實驗流程 38
4.4.1 實驗前導階段 39
4.4.2 正式實驗階段 40
4.5 資料收集與分析 43
4.5.1. 描述性統計（Descriptive statistics） 43
4.5.2 信度分析（Reliability Analysis） 43
4.5.3 Shapiro-Wilk檢定（Shapiro-Wilk Test） 44
4.5.4 魏克生符號等級檢定（Wilcoxon Signed-Rank Test） 44
第五章研究結果與討論 45
5.1 系統使用的學習策略差異 46
5.1.1 挑選錄音的偏好 46
5.1.2 重新錄音原因及情況 47
5.1.3 第一次練習拼字的學習策略 49
5.1.4 第二次練習拼字的學習策略 51
5.1.5 系統步驟偏好 52
5.2 學習成效差異 54
5.2.1 全體學生 55
5.2.2 高成就組學生 56
5.2.3 中成就組學生 58
5.2.4 低成就組學生 60
5.3 學習動機結果 62
第六章　結論與未來展望 65
6.1 結論 65
6.1.1 電腦輔助學生單字學習 65
6.1.2 提升學生英文單字學習成效 65
6.1.3 有學習動機地進行單字學習 66
6.2 未來展望 66
6.2.1 實驗設計改善 66
6.2.2 課堂引入 66
6.2.3 教師端功能設計 67
6.2.4 學生端功能擴充 67
參考文獻 69
中文文獻 69
英文文獻 70
附錄一　學習內容 75
附錄二英語認字測驗卷（前測） 76
附錄三英語認字測驗卷（後測） 79
附錄四學習活動問卷 82
附錄五系統使用問卷 84
附錄六訪談內容 86

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2020-7-28

推文