| dc.description.abstract | For many students, speaking English is a formidable challenge. Currently, the implementation of speaking instruction in educational settings is inconsistent, and major entrance examinations do not include speaking as part of their assessment criteria. This leads to various obstacles and difficulties when practicing speaking, resulting in a fear of speaking English. To help students overcome the challenge of speaking English, this study utilizes the Pocketor to enhance their English speaking skills. By evaluating students′ learning motivation and technological acceptance, we aim to assess their usage and acceptance of this system.
This study initially conducted a pilot experiment with a class of second-year junior high school students in Taoyuan District, consisting of 14 boys and 12 girls. The experiment utilized a single-group pretest-posttest design, with each session lasting ten minutes and conducted four times. Under the researchers′ guidance, students completed the English-speaking exercises. However, during the pilot experiment, the system underwent some adjustments and modifications. Additionally, the short duration of usage impacted the evaluation of students′ learning motivation and technological acceptance. Therefore, in the formal experiment, the usage time was doubled to provide a more comprehensive platform operation and English-speaking practice. Moreover, no changes were made to the platform during the formal experiment to ensure proper control of experimental variables.
The formal experiment of this study involved 44 boys and 32 girls from a first-year junior high school in Zhongli District. The experiment utilized a single-group pretest-posttest design and lasted for four weeks, with one twenty-minute session each week, focusing on a different English-speaking topic each time. The statistical results showed significant differences in learning motivation and technological acceptance.
Based on the comprehensive research findings, Pocketor has been confirmed to effectively enhance students′ motivation to learn, with high acceptance rates among students for the system. There is a strong aspiration to implement this system widely in educational settings to promote English-speaking skills in the future. This study also explores the conditions observed during the experiment, and finally presents relevant research recommendations and limitations for future researchers in this field. It is hoped that these insights will stimulate further research into English speaking education, leveraging the advantages of technology and education integration to provide more effective methods for students to enhance their English proficiency and international competitiveness. | en_US |