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中文論文名稱 翻轉教室對台灣大學生英語聽力焦慮和英語聽力策略之影響
英文論文名稱 Effects of Flipped Classroom on English Listening Anxiety and English Listening Strategy of University Students in Taiwan
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 109
學期 1
出版年 110
研究生中文姓名 康瑞芸
研究生英文姓名 Ruei-Yun Kang
學號 604110063
學位類別 碩士
語文別 英文
口試日期 2021-01-20
論文頁數 102頁
口試委員 指導教授-林怡弟
委員-蔡麗娟
委員-王藹玲
中文關鍵字 翻轉教室  英文聽力焦慮  英文聽力策略 
英文關鍵字 Flipped Classroom  English Listening Anxiety  English Listening Strategy 
學科別分類 學科別人文學語言文學
中文摘要 聽力能力是學生在學習英文的過程中透過練習慢慢習得,但是在台灣,學生在學校比較不著重聽力理解能力的練習,因此此研究以翻轉教室為方法來改善學生英語聽力焦慮的問題和探討學生使用不同英語策略的選擇,還有學生對於翻轉教室的看法。此研究隨機將兩班學生分成實驗組和控制組,實驗組的學生是以翻轉教學的模式上課,控制組的學生是以傳統教室的模式上課。兩組學生需要各自填寫三份問卷在前後測: 英文聽力焦慮、英文聽力策略和翻轉教室的看法(實驗組)、傳統教室的看法(控制組)。結果顯示兩組學生在兩種教學模式下,英文聽力理解能力有顯著進步,實驗組比控制組的學生進步的成績更多。另外,在英文聽力焦慮方面,兩組學生的聽力焦慮感都有顯著降低,實驗組比控制組的學生焦慮感降低的更多。在英文聽力策略的使用上,兩組學生都最喜歡使用認知策略,後設認知策略最低。其中在社會情感策略上,控制組的比實驗組的學生更喜歡使用。結果顯示在後設認知策略上兩組在前後測並沒有顯著不同。總的來說,經過翻轉教室的教學模式,學生在英文學習的基本知識和進階聽力學習任務參與度上都增加了,還有在聽力理解能力上都進步了,而且在未來希望能夠有機會能夠用這樣的模式上課。
英文摘要 Listening Skill is an important skill in English learning. In Taiwanese educational context, the focus of learning English was not listening skill until college. Hence, in this research, it investigated the effects of flipped classroom on English listening anxiety and English listening strategy. In this study, the students were randomly divided into the experimental and control group. The flipped classroom model was implemented in the experimental group and the traditional classroom model was conducted in the control group. In both groups, they would fill in three questionnaires for pretest and posttest (English listening anxiety, English listening strategy and the perception of flipped classroom (the experimental group) and the perception of traditional classroom (the control group) and semi-constructed interview. The results showed that the listening anxiety had decreased in both groups and the experimental group decreased more than the control group. The use of listening strategy had significant different after the treatment in both groups. In experimental group, they would like to engage in the flipped classroom model in the future. In sum, after the treatment, both groups had improved their listening comprehension and their listening anxiety decreased and use more listening strategies after these two classroom models.
論文目次 TABLE OF CONTENTS

CHAPTER ONE 1
INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Purposes of the Study 7
1.4 Research Questions 9
1.5 Significance of the Study 9

CHAPTER TWO 11
LITERATURE REVIEW 11
2.1 The Flipped Classroom and Bloom’s Taxonomy 11
2.1.1 Advantages of the Flipped Classroom 12
2.1.2 Listening Comprehension in the Flipped Classroom 15
2.1.3 Flipped Classroom in Taiwanese Educational Context 16
2.1.4 Bloom’s Taxonomy 17
2.1.5 Bloom’s Taxonomy in Foreign Language Learning 18
2.2 Foreign Language Listening Anxiety (FLLA) 19
2.2.1 Definition of English Listening Anxiety 19
2.2.2 Factors of English Listening Anxiety 20
2.3 Foreign Language Listening Strategy (FLLS) 25
2.3.1 Dimensions of English Listening Strategy 25
2.3.2 Relationship between English Listening Anxiety and Strategy Use 27

CHAPTER THREE 31
METHODOLOGY 31
3.1 Participants 31
3.2 Materials 33
3.3 Instruments 36
3.4 Procedures 44
3.4.1 Research Process 44
3.4.2 Flipped Classroom Instruction 46
3.4.3 Traditional Classroom Model 47
3.5 Data Collection 48
3.6 Data Analysis 49

CHAPTER FOUR 51
RESULTS AND DISCUSSION 51
4.1 The Beginning Listening Proficiency Level of the Participants 51
4.2 Learning Outcomes 52
4.2.1 Learning Outcomes of the Flipped Classroom Model Group 52
4.2.2 Learning Outcomes of the Traditional Classroom Model Group 53
4.2.3 Comparison of the Learning Outcomes between the Flipped Classroom Model Group and the Traditional Classroom Model Group 54
4.3 Results of the Questionnaire 55
4.3.1 Results of Learners' Questionnaire on Foreign Language Listening Anxiety in the Flipped Classroom Model 56
4.3.2 The Questionnaire of Pretest and Posttest of Foreign Language Anxiety in the Traditional Classroom Model 61
4.3.3 The Questionnaire of Foreign Language Listening Strategy 66
4.3.3.1 The Questionnaire of Foreign Language Listening Strategy in the Flipped Classroom Model 66
4.3.3.2 The Questionnaire of Foreign Language Listening Strategy in the Traditional Classroom Model 68
4.3.4 The Flipped Classroom Model Questionnaire 69
4.3.5 The Traditional Classroom Model Questionnaire 70
4.4 Results of the Interview 73
4.4.1 Perception of Foreign Language Listening Anxiety 73
4.4.1.1 Perception of Characteristics of Listening Input 74
4.4.1.2 Perception of Test Anxiety 75
4.4.1.3 Perception of Negative Evaluation of Teachers and Classmates 76
4.4.1.4 Perception of Worry of Misunderstanding or Nonunderstanding 77
4.4.1.5 Perception of Context-Specific Anxiety 78
4.4.2 Perception of the Foreign Language Listening Strategy 80
4.4.2.1 Perception of Cognitive Strategy 80
4.4.2.2 Perception of Metacognitive Strategy 81
4.4.2.3 Perception of Socio-Affective Strategy 82
4.4.3 Perception of the Flipped Classroom Model 84
4.4.3.1 Perception of the Use of Video 84
4.4.3.2 Perception of the Class Activities 85
4.4.3.3 Perception of Application of Flipped Classroom 87

CHAPTER FIVE 89
CONCLUSION 89
5.1 Conclusion 89
5.2 Limitation 90
5.3 Suggestions 91

REFERENCES 93


LIST OF TABLES

Table 3.1 Participants 32
Table 3.2 Perceptions of the flipped classroom model questionnaire 40
Table 3.3 Perceptions of traditional classroom model questionnaire 42
Table 3.4 The instruments of the experimental and control group 43
Table 3.5 Procedures of treatment 45
Table 3.6 Procedures of the flipped classroom model 46
Table 3.7 Procedures of the traditional classroom model 47
Table 3.8 Procedures of the flipped and traditional classroom model 48
Table 4.1 GEPT pretests between the two groups 52
Table 4.2 GEPT pretest and posttest of the flipped classroom model 53
Table 4.3 GEPT pretest and posttest of the traditional classroom model 53
Table 4.4 GEPT posttest between the two groups 54
Table 4.5 Questionnaire of pretest and posttest of foreign language listening anxiety in the flipped classroom model 56
Table 4.6 The results of five factors of listening anxiety in the flipped classroom model 59
Table 4.7 Foreign language listening anxiety in the flipped classroom model 60
Table 4.8 Questionnaire of pretest and posttest of foreign language listening anxiety in the traditional classroom model 61
Table 4.9 The results of foreign language listening strategy in the traditional classroom model 64
Table 4.10 Foreign language listening anxiety in the traditional classroom model 65
Table 4.11 The questionnaire of foreign language listening strategy in the flipped classroom model 67
Table 4.12 The questionnaire of foreign language listening strategy in the traditional classroom model 68
Table 4.13 The pretest and posttest of the questionnaire of the flipped classroom model 69
Table 4.14 The questionnaire of the traditional classroom model 71
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