探討智慧回饋輔助真實情境EFL學習與其對學習成效、延續性與擴充性之影響

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姓名	黃璿恩(Xuan-En Huang) 查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	探討智慧回饋輔助真實情境EFL學習與其對學習成效、延續性與擴充性之影響
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摘要(中)	近年來，隨著智慧科技的日新月異，不僅改變過去的英文學習模式，並且帶給學習者前所未有的學習體驗，例如：體驗式學習、互動式學習與個性化學習。相關智慧科技的研究中，將聊天機器人導入於英文學習，發現人機互動的學習方式，對於學習者的學習成效方面具有正向幫助。此外，也有相關研究將智慧科技結合戲劇學習，除了創造學習者學以致用的機會，並且學習者與同儕之間的互動也有所提升。然而，過去較少研究考慮到延續學習的問題，因為教師無法於課後時針對每一位學習者即時給予協助與指導，並且在戲劇教學方面，較難以實際將學習環境擴展至課後情境，讓家人、同儕或其它角色融入英文學習，因而造成課中學習無法有效地延續與擴展。有鑑於此，不僅是教師的教學模式與學習者的學習方法需要與時俱進，並且課後情境與家人也是課後學習的重要因素。為了解決上述問題，本研究針對初中學生開發具智慧回饋機制的真實情境探索系統，且設計四種學習活動以輔助學習者的英文情境學習，引導學習者將所學以致用於真實情境。此外，為了探討真實情境學習對於學習者的紙筆與口說學習成效、延續性與擴充性之影響，本研究將桃園市某初中共七十四名學習者分為三組進行為期六週的教學實驗，其中實驗組主要使用本研究所開發之具智慧回饋機制的真實情境探索系統；控制組1學習者使用本研究無智慧回饋機制的真實情境探索系統；控制組2學習者則是僅使用傳統英文教學方式進行學習。根據研究結果得知，實驗組學習者藉由智慧回饋輔助在英文的理解能力與口說能力有顯著提升，並且相較於其它兩組學習者，實驗組學習者在後測學習成效提升幅度優於控制組1與控制組2。再更深入瞭解，屬於認知、延續性與擴充性行為的同儕劇本口說練習加權後平均分數預測口說成績達44.8%，其表示為當實驗組學習者持續練習同儕多分鏡、多角色的劇本內容，不僅有效地提升口說能力，以及認知方面也有著正面影響。除此之外，研究結果也發現實驗組學習者在情境智慧對話機器人活動之對話情境數量明顯多於控制組1學習者，代表情境智慧對話機器人可以有效地延續與擴展學習者的真實情境學習。最後，本研究也分析學習者問卷結果，大多數學習者對於系統與學習活動皆有積極且正向的學習態度。
摘要(英)	In recent years, with the rapid development of intelligent technology, the way of learning English has not only changed, but also brought learners an unprecedented learning experience such as experiential learning, interactive learning, and personalized learning. Relevant studies have shown that the human-computer interaction which applied Chatbot into English learning has a positive effect on learners′ learning achievement. In addition, previous studies also showed that combining intelligent technology with drama teaching not only creates opportunities for learners to apply their knowledge, but also improves the interaction between learners and their peers. However, fewer studies have considered sustained learning since teachers cannot provide immediate assistance and guidance to each learner after class. Moreover, it is difficult to extend the learning environment to the after-school context where family members, peers or other characters can be integrated into English learning, which makes in-class learning difficult to sustain and scale effectively. Therefore, teachers′ teaching styles and learners′ learning methods not only need to keep path with the times, but also the after-school context and family members are important factors in after-school learning. To address these issues, this study developed an authentic contextual learning system with intelligent feedback mechanism for junior high school students and designed four types of learning activities to support learners′ English situational learning, which include contextual exploration, situational intelligent Chatbot, drama creation, and drama watching and practicing to guide learners to apply their learning in authentic contexts. Furthermore, the purpose of this study was to investigate the effects of authentic contextual learning on learners′ learning achievements, sustainability, and scalability. We divided a total of 74 learners from a junior high school in Taoyuan City into three groups to conduct a six-week experiment, in which the experimental group mainly used the authentic contextual learning system with intelligent feedback mechanism; the control group 1 learners used the authentic contextual learning system without intelligent feedback mechanism; and the control group 2 learners only used the traditional English teaching method to learn. The results showed that the experimental group learners using the intelligent feedback had a significant improvement in English comprehension and speaking skills, and they showed a more significant improvement compared to the other two groups. In addition, the average weighted score of peer drama speaking practice was not only categorized as Cognitive, Sustainability, Scalability learning behaviors, but also predicted 44.8% of oral performance. When the experimental group learners continued to practice multi-situational and multi-role drama, they not only improved their oral ability, but also their cognitive ability. In addition, the study results showed that the experimental group learners had significantly more conversational situations than control group 1 learners in the Situational Intelligent Chatbot activity. This means that the intelligent notification function of the situational intelligence chatbot can effectively motivate the learners to keep practicing after class. Finally, this study also analyzes the results of the learner questionnaire. Most of the learners have a positive attitude towards the system and learning activities.
關鍵字(中)	★ 智慧回饋 ★ 真實情境學習 ★ 英文對話 ★ 情境智慧對話機器人 ★ 戲劇教育	關鍵字(英)	★ Intelligent feedback ★ Authentic learning ★ English conversation ★ Chatbot ★ Drama education
論文目次	誌謝 vii 中文摘要 viii Abstract ix 目錄 xi 圖目錄 xiv 表目錄 xv 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 7 第二章文獻探討 9 2.1真實情境EFL應用學習之探討 9 2.2口說與對話練習機制對於EFL學習之影響 11 2.3智慧機制對於EFL學習之影響 13 2.4真實情境戲劇對於EFL學習之影響 15 2.5延續性與擴充性對於EFL學習之影響 17 第三章系統設計與實作 19 3.1智慧輔助學習機制設計概念 19 3.2活動設計 22 3.2.1探索情境 22 3.2.2情境智慧對話機器人 27 3.2.3創作劇本 29 3.2.4觀看與練習劇本 32 3.3操作型定義 34 第四章研究方法 39 4.1研究架構 39 4.2研究對象與時間 42 4.2.1不同組別學習者學習活動之差異 42 4.3研究流程 44 4.4研究工具 45 4.4.1紙筆與口說測驗 45 4.4.2問卷調查 47 4.5 資料收集與分析 47 第五章研究結果與討論 49 5.1實驗組、控制組1和控制組2學習成效之差異 49 5.1.1筆試測驗之差異 49 5.1.1.1筆試測驗總分成績之差異 49 5.1.1.2筆試測驗字彙成績之差異 52 5.1.1.3筆試測驗文法成績之差異 54 5.1.1.4筆試測驗對話成績之差異 55 5.1.2口說測驗之差異 58 5.1.2.1口說測驗總分成績之差異 58 5.1.2.2口說測驗字彙成績之差異 60 5.1.2.3口說測驗短句成績之差異 62 5.1.2.4口說測驗對話成績之差異 64 5.2實驗組和控制組1學習行為之差異 67 5.2.1探索情境學習行為之差異 67 5.2.2情境智慧對話機器人學習行為之差異 70 5.2.3創作劇本學習行為之差異 73 5.2.4觀看與練習劇本學習行為之差異 76 5.2.5學習行為其對認知、延續性與擴充性之影響 78 5.3實驗組各活動中其學習行為與學習成效之相關性分析 92 5.3.1探索情境學習行為與學習成效之相關性分析 92 5.3.2情境智慧對話機器人學習行為與學習成效之相關性分析 100 5.3.3創作劇本學習行為與學習成效之相關性分析 110 5.3.4觀看與練習劇本學習行為與學習成效之相關性分析 118 5.3.5整體學習活動學習行為與學習成效間逐步迴歸分析 123 5.3.6探索情境各變項學習行為與學習成效間逐步迴歸分析 127 5.3.7情境智慧對話機器人各變項學習行為與學習成效間逐步迴歸分析 128 5.3.8創作劇本各變項學習行為與學習成效間逐步迴歸分析 130 5.3.9觀看與練習劇本各變項學習行為與學習成效間逐步迴歸分析 131 5.4問卷結果分析 134 第六章結論與建議 139 6.1研究結論 139 6.1.1實驗組、控制組1與控制組2學習者其學習成效之差異 139 6.1.2實驗組與控制組1學習者其學習行為之差異 141 6.1.3實驗組學習者在各活動中學習行為與學習成效之相關性 144 6.1.4實驗組學習者使用學習系統輔助英文學習之接受程度 147 6.2未來建議 149 參考文獻 150 附錄一英文筆試測驗-前測 160 附錄二英文口說測驗-前測 164 附錄三英文筆試測驗-後測 169 附錄四英文口說測驗-後測 173 附錄五探索情境學習單-課中 178 附錄六創作劇本學習單-課中 182 附錄七探索情境學習單-課後 184 附錄八創作劇本學習單-課後 185 附錄九 TAM問卷 187
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指導教授	黃武元劉奕帆(Wu-Yuin Hwang Yi-Fan Liu)	審核日期	2022-7-27
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博碩士論文 109524001 詳細資訊