網路在近十年受到各國教育單位的重視，而將其視為發展跨國合作學習的利器，且有愈來愈多的研究投入此學習領域，但大部分的研究只著重於學習的滿意度及成效。雖於過去的研究可得，網路合作學習的運用利大於弊，但其中參與者焦慮的產生仍是有待解決的問題。同時，近年來Wiki共筆的運用和焦慮之間的關係多有研究著墨。雖然各種研究指出Wiki的使用於焦慮減輕上有其優勢，但同時也有研究提及Wiki和焦慮引發之間的關聯性。因此，本研究於跨國網路合作學習中，針對Wiki共筆歷程對參與者的焦慮影響來進行探討。

     本研究以49位參與一跨國網路合作學習專案的中學生為研究對象。參與者以親善大使的身分和交流對象於Google協作平台，進行為期一個月規劃行程的共筆歷程。本研究採問卷調查法與深度訪談法來獲得研究資料，於專案的前後進行焦慮的前測與後測，以評估每位參與者於跨國網路合作學習不同的焦慮面向，其中包括「社交焦慮」、「外語焦慮」及「電腦焦慮」。除問卷及訪談資料外，研究者尚彙整平台使用紀錄，以進行平台使用、參與者背景及問卷數據的Pearson積差相關比較，並輔以專案後的訪談記錄做進一步的分析。 

　　研究結果顯示：除了「電腦焦慮」外，「社交焦慮」與「外語焦慮」皆達顯著差異，對照數據分析和訪談內容，顯示Wiki共筆的經歷於跨國網路合作學習中，能有效降低學習者「社交」及「外語」兩方面的焦慮。Wiki共筆歷程和學習者焦慮的降低皆有關聯，而當中又與減少「外語焦慮」相關的平台動作最多。另外，參與者的背景項目對於「社交焦慮」增減有關聯的參與者相關背景最多。最後，依研究結果針對跨國網路合作學習提供下列的方向建議：(1) 安排事前電腦、語言與社交相關技能的培養；(2) 學習任務、小組成員及交流對象的規劃方向；(3) 提供協助以增加團隊合作。

Since the increasing usage of Internet has been primarily considered an efficient instrument by the educational authorities in different countries for the last decade, has its surge of mainstream popularity motivated researchers to acknowledge its educational value in the international Internet collaborative learning domain.  Therefore, a growing number of research studies are now available to shed some light on doing international collaborative learning via Internet, however, most of which only focusing on satisfaction and learning achievement.  Positive and valuable as it is, international collaborative learning through Internet still poses the problems of the doubts raised by participants’ anxiety.  Meanwhile, recent years have seen increased attention being given to the relationship between Wiki use and anxiety.  Whereas various studies have suggested the benefit of Wiki use in relieving anxiety, a number of studies have examined the relationship between Wiki and anxiety causing.  Thereby, the study consequently aimed to investigate the effects of Wiki use on the international Internet collaborative and reducing its learning anxiety. 

     The participants in this study were 49 high school age students engaging in an international collaborative learning program.  All the volunteers, as ambassadors, are expected to receive the visitors coming from other countries.  Before the visitors arrival, for a whole month participants would arrange a tour-guiding schedule on a Wiki writing platform established on Google Sites.  For data collection, there was a pre-test and a post-test assessing each anxiety aspect related to international collaborative learning, including Social Anxiety, Foreign Language Anxiety and Computer Anxiety of the subject.  To perform both qualitative and quantitative data analyses, the researcher used Pearson-product moment correlations to examine the relationships between the subjects’ backgrounds, Wiki records and questionnaire data first; furthermore, a comparison between the questionnaire data and the interview notes was made.

Except for Computer Anxiety, the result indicated a significant difference between the means of the pre-test and the post-test for Social Anxiety and Foreign Language Anxiety, and showed a striking effect of features of the platform and subjects’ backgrounds on the decrease of each anxiety.  According to data analysis for the subjects interviewed, in the same way that a large number of students felt that the internet experience had a significant effect on their level of anxiety and their responses were generally positive.  

Ultimately, the study provided suggestions for facilitators of international collaborative learning concerning the aspects following: (1) planning for the task, team members and foreign guests, (2) prior training for computer skills, language skills and social skills, (3) arrangement for help in a team.

表次 ………………………………………………………………………	VI
圖次 ………………………………………………………………………	VIII
第一章　緒論……………………………………………………………	1
第一節　研究背景與動機……………………………………………	1
第二節　研究目的與待答問題………………………………………	4
第三節　名詞解釋……………………………………………………	5
第四節　研究範圍與限制……………………………………………	6
第五節　預期貢獻……………………………………………………	7
第二章　文獻探討………………………………………………………	8
第一節	跨國網路合作學習……………………………………………	8
一、合作學習………………………………………………………	8
二、網路合作學習…………………………………………………	9
三、跨國網路合作學習……………………………………………	12
第二節 跨國網路合作學習焦慮………………………………………	20
一、社交焦慮………………………………………………………	20
二、外語焦慮………………………………………………………	23
三、電腦焦慮………………………………………………………	25
第三節 Wiki共筆模式…………………………………………………	29
一、Wiki 的基本概念與應用………………………………………	29
二、Wiki和焦慮之間的關聯………………………………………	31
三、Wiki於跨國網路合作學習的運用………………………………	34
第三章　研究方法…………………………………………………………	37
第一節　研究設計………………………………………………………	37
第二節　研究流程………………………………………………………	39
第三節　研究對象………………………………………………………	41
第四節　活動設計………………………………………………………	42
第五節　研究工具………………………………………………………	45
第六節　資料處理與分析………………………………………………	54
第四章　研究結果…………………………………………………………	56
第一節 跨國網路合作學習焦慮增減之研究結果……………………	56
一、前後測之描述統計……………………………………………	56
二、跨國網路合作學習焦慮之增減統計……………………………	58
第二節 Wiki共筆平台參與歷程對焦慮增減關係之探究………………	59
一、參與者平台參與歷程之訪談及概況分析………………………	59
二、參與者平台參與歷程與焦慮增減之關聯性探討………………	76
第三節 參與者背景與焦慮增減關係之探討……………………………	81
一、參與者背景概況分析及訪談……………………………………	81
二、參與者背景與焦慮增減之關聯性探討…………………………	91
第五章　結論與建議………………………………………………………	98
第一節　研究結論………………………………………………………	98
第二節　研究建議………………………………………………………	107
參考文獻
中文部分…………………………………………………………………	108
西文部分…………………………………………………………………	109
附錄
附錄一　中學生跨國網路合作學習焦慮問卷…………………………	122
附錄二　Wiki共筆平台參與歷程檢核表………………………………	125
附錄三　跨國網路合作學習焦慮訪談大綱……………………………	126

表 次
表2-1-1 跨國網路合作學習活動時程設計架構……………………… 14
表3-3-1 受試者背景「年紀」描述統計之摘要表…………………… 41
表3-4-1 活動流程設計………………………………………………… 43
表3-5-1 「社交」面向信度分析統計表……………………………… 46
表3-5-2 「外語」面向信度分析統計表……………………………… 46
表3-5-3 「電腦」面向信度分析統計表……………………………… 47
表3-5-4 跨國網路合作相關之英文基本能力………………………… 49
表3-5-5 Wiki 共筆平台參與歷程檢核表……………………………… 52
表3-6-1 訪談對象編碼對照表………………………………………… 54
表4-1-1 跨國網路合作學習焦慮前後測結果摘要表………………… 57
表4-1-2 跨國網路合作學習焦慮前測之偏態定結果表……………… 57
表4-1-3 跨國網路合作學習焦慮前測之常態檢定表………………… 58
表4-1-4 跨國網路合作學習焦慮前後測相依樣本t 檢定結果……… 59
表4-2-1 Wiki 共筆平台參與歷程之「科技能力」向度摘要表……… 62
表4-2-2 Wiki 共筆平台參與歷程之「合作能力」向度摘要表……… 66
表4-2-3 Wiki 共筆平台參與歷程之「編輯能力」向度摘要表……… 69
表4-2-4 Wiki 共筆平台參與歷程之「發表內容」向度摘要表……… 72
表4-2-5 Wiki 共筆平台參與歷程之「編輯量」向度摘要表………… 75
表4-2-6 「科技能力」平台參與歷程與焦慮積差相關之摘要表…… 76
表4-2-7 「合作能力」平台參與歷程與焦慮積差相關之摘要表…… 77
表4-2-8 「編輯能力」平台參與歷程與焦慮積差相關之摘要表…… 78
表4-2-9 「發表內容」平台參與歷程與焦慮積差相關之摘要表…… 79
表4-2-10 「編輯量」平台參與歷程與焦慮積差相關之摘要表……… 80
表4-3-1 參與者「定期聯絡的外國友人人數」統計表……………… 83
表4-3-2 參與者「認識外國友人管道」統計表……………………… 85
表4-3-3 參與者「與外國友人聯繫語言」統計表…………………… 86
表4-3-4 參與者「於班上的英文程度」統計表……………………… 87
表4-3-5 參與者「定期從事的英文相關活動」統計表……………… 88
表4-3-6 參與者「交流對象的母語」統計表………………………… 89
表4-3-7 參與者「一週上網頻率」統計表…………………………… 90
表4-3-8 參與者「每週上網小時數」統計表………………………… 90
表4-3-9 參與者「網路使用習慣」統計表…………………………… 91
表4-3-10 「性別及年紀」相關背景與焦慮增減積差相關之摘要表… 92
表4-3-11 「社交」相關背景與焦慮增減積差相關之摘要表………… 93
表4-3-12 「外語」相關背景與焦慮增減積差相關之摘要表………… 94
表4-3-13 「交流對象母語」相關背景與焦慮增減積差相關之摘要表 95
表4-3-14 「電腦」相關背景與焦慮增減積差相關之摘要表………… 96
表5-1-1 於跨國網路合作學習運用Wiki 共筆活動模式之具體方案 106

圖 次
圖3-1-1 研究設計概念圖……………………………………………… 38
圖3-4-1 跨國合作學習Google 協作平台……………………………… 45
圖3-5-1 依時間列出的使用者修改記錄……………………………… 51
圖3-5-2 前後版本的對照紀錄………………………………………… 51
圖4-2-1 「嵌入圖像」之平台畫面…………………………………… 60
圖4-2-2 「嵌入影片」之平台畫面…………………………………… 60
圖4-2-3 照片內嵌未能成功顯現-1…………………………………… 61
圖4-2-4 照片內嵌未能成功顯現-2…………………………………… 61
圖4-2-5 「嵌入網路連結」之平台畫面……………………………… 61
圖4-2-6 「回應他人內容」之平台畫面……………………………… 63
圖4-2-7 協作平台之修訂紀錄………………………………………… 63
圖4-2-8 校訂修正他人內文前後比較………………………………… 63
圖4-2-9 校訂修正自己內文前後比較………………………………… 63
圖4-2-10 四位小組成員的自我介紹頁面-積極合作組別……………… 65
圖4-2-11 行程規劃頁面-積極合作組別………………………………… 65
圖4-2-12 四位小組成員的自我介紹頁面-消極合作組別……………… 66
圖4-2-13 行程規劃頁面-消極合作組別………………………………… 66
圖4-2-14 「更新排版」之平台畫面…………………………………… 68
圖4-2-15 「使用表格」之平台畫面…………………………………… 68
圖4-2-16 「顏色標示內容」之平台畫面……………………………… 68
圖4-2-17 「開新頁面」之平台畫面…………………………………… 68
圖4-2-18 「拼字及文法檢查」之平台畫面…………………………… 74
圖4-2-19 「編輯次數」統計表………………………………………… 74
圖4-2-20 「文字編輯」之平台畫面…………………………………… 74
圖4-2-21 「文字編輯」之字數統計…………………………………… 74

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