| 摘要: | 本論文探討了以專題式學習（Project-Based Learning, PBL）結合英語播客（Podcast）作為一種教學方法，在提升大學生「英語學習動機與參與度」方面的有效性。本研究的理論基礎為「興趣驅動創造理論」（Interest-Driven Creator Theory）， 為實現 2030年雙語國家政策所推動的教育改革背景下，旨在解決學生普遍缺乏英語學習動機的挑戰。雖然臺灣學生從小接受長期的英語學習，但實踐表明，多數學生在口語表達與寫作能力的運用上仍存在顯著不足，這迫切需要教育界探索更加創新且有效的教學模式。
本研究採用混合研究方法結合質性與量化分析，以全面評估專題式學習（Project-Based Learning, PBL）與英語播客（English Podcast）整合教學對大學生英語學習動機、英語口說與寫作技能與整體學習體驗的影響。在研究設計中，學生被引導參與專題式學習(PBL)的活動，並透過製作和收聽英語播客(English Podcast)，將語言學習融入日常生活與創意實踐製作期末英語播客節目為目標。此研究強調科技輔助學習環境，特別是在促進學生積極參與、協作與持續性學習方面的貢獻。研究結果顯示，播客(Podcast)的應用不僅提升了學生的語言能力，還有效激發了他們的學習興趣，並培養了自主學習的習慣，進一步證實了此教學模式對 21 世紀教育需求的高度性。
研究發現，整合播客(Podcast) 於專題式學習（Project-Based Learning） 框架中的教學策略能顯著提升學生的語言表達能力，包括英語口語與寫作技能，同時增強學生對英語學習的內在動機與參與感。此外，播客(Podcast))的使用促進了學生在語言學習過程中的創造力與批判性思維發展，並激發了英語終身學習的熱情。這表明「科技驅動的教學模式」不僅能夠有效應對傳統教學中被動學習的局限性，還能培養學生適應未來數位化世界所需 的核心能力，如問題解決能力、協作能力與創意性思考。 本論文進一步為英語教育者和課程開發者提供了實踐建議，特別是如何設計與 21 世紀技能需求相符的教學策略，並滿足數位時代學生的多樣化學習偏好。本研究不僅對「語言教學理論與實踐」作出貢獻，並在推動臺灣高等教育領域中的「教學創新與政策制定」方面提供了寶貴的參考。透過本研究，作者呼籲教育界採用以「學生興趣」為核心驅動的學習文化，以提升「大學生的英語能力」與「國際競爭力」，助力臺灣邁向雙語國家的教育目標。
關鍵字：興趣驅動創造者理論，專題式學習，英語播客，英語口說與寫作技能，學習表現，科技驅動的教學模式
;This dissertation examines the efficacy of the Project-Based Learning (PBL) pedagogical approach grounded in Interest-Driven Creator (IDC) theory by integrating English podcasts as an educational experience to enhance motivation and engagement among university students in their pursuit of English language proficiency. This research addresses the prevalent issue of insufficient motivation among students, particularly concerning Taiwan’s initiative to establish a bilingual education system by 2030. Despite extensive exposure to English language instruction, many students struggle with English speaking and writing effectively. The study sample comprised 68 undergraduate students aged 20–22 years and enrolled in various programs. English language podcasts were used as instructional materials. Students can choose the podcasts based on their interests and listen to them regularly. Students were asked to plan and prepare podcasts toward the end of the course. A mixed-method research design was used. The students’ podcasts, peer-editing samples before and after their experience with podcasts, and reflections were analyzed using qualitative data analysis methods, whereas the survey data was analyzed quantitatively.
The findings of the qualitative study revealed that the integration of podcasts considerably enhances student motivation, English speaking and writing skills, confidence, and overall learning experiences, whereas that of the quantitative study revealed that among the components of the interest loop, Learning Performance had been notably improved. In addition, using podcasts enhance students’ language acquisition as well as cultivates a lifelong interest in learning in the long run. This dissertation offers practical recommendations for language educators and curriculum developers, emphasizing the need for instructional designs that align with the demands of 21st-century skills and the unique learning preferences of students in the digital age. The study also highlights the potential of technology-enhanced learning environments to foster interest, creativity, and habitual engagement among students, which is consistent with the competencies required to succeed in the 21st century.
Keywords: Interest-Driven Creator (IDC) Theory, Project-Based Learning (PBL), English podcasts, English speaking and writing skills, Learning Performance, technology-enhanced learning |
