本研究方案旨在探討藉由Cyberfun互動回饋學習系統的特性，對學習者在英語聽力理解與口說練習之影響，以及在行動研究過程中，研究者在專業教學下的省思與改進。
    研究對象為四十位臺北市國小四年級學童，整個研究方案為期全學期 12 週次，每週節次為 40 分鐘。研究者從學習者的練習歷程中，藉由英語聽力理解/口說能力前後測、英語學習心得學生訪談、學生英語學習週誌和教師教學省思日誌等資料的分析，觀察及分析學生練習和學習歷程以及學生同儕互動的回饋歷程，和學習者使用Cyberfun進行聽說練習之看法。
    研究結果發現學習者能善用 Cyberfun互動回饋學習系統，進行英語聽力及口說練習順利，與同儕互動的口語練習情形良好。從描述性統計及成對樣本 t 檢定中發現，學習者在英語聽說活動總成績、聽力理解測驗三大題型及口說表現測驗三大題型中之平均值皆有進步，而經由成對樣本 t 檢定結果得知，英語聽說活動總成績及「聽力理解 單字 是非題」、「聽力理解 對話 是非題」、「聽力理解 對話 配合題」與「口說表現 發音及朗讀短句」、「口說表現 用句子描述圖片」、「口說表現  自我介紹」分項測驗之前後測平均值均達統計上顯著差異，學習者之前後測成績達到顯著性的提升，可證明結合「互動回饋學習系統」，並且運用小組合作模擬情境對話對於國小四年級學生英語聽說學習方面有良好成效。
    整個方案進行後，學習者對於在 Cyberfun互動回饋系統進行英語聽力及口說練習均持正向看法。研究結果顯示，教學者於教學活動中，適時的針對學習者進行聽力理解加強，利用小組方式讓學生進行口語練習活動，此部份可以說明教學者的角色在方案進行中的重要不容忽視。同時，研究者的教學設計，在本方案進行過程中不斷的修正與調整，有效的促進教學成長，提升專業素養。最後，研究者針對國小英語互動回饋學習系統提出建議，以做為未來教學、研究之參考。

The purpose of this study was to examine the effectiveness of integrating Cyberfun into English listening and speaking activities in EFL context. The forty participants were the fourth grade students in the researcher’s English class. The researcher utilized 12 sessions, 40 minutes each, to employ an action research approach in one school semester. The qualitative data sources for this study included in-class observations, interview transcriptions, documents and reflections on Cyberfun, lesson plans, and worksheets. 
    The findings showed integrating Cyberfun into learning activities promote peer interactions among students. The learners were found to practice their English speaking via Cyberfun smoothly. In addition, this study found that learners responded positively toward the use of Cyberfun as a tool for English speaking corrective feedback activities. 
    The study showed that appropriate prepared activities and content promoted learners’ practice of listening and speaking. Therefore, teacher’s role is important in promoting learning activities. Continuing correction and adjustment of the instructional design achieve growth of the teacher’s teaching profession. Suggestions for future studies and English teaching with the use of Cyberfun are provided in this thesis.

目 錄
目 錄	v
表 次	vii
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  研究範圍與研究限制	5
第四節  研究預期貢獻	8
第五節  名詞釋義	9
第二章  文獻探討	12
第一節  混成式學習相關文獻與研究	12
第二節  互動回饋系統	15
第三節  情境式學習	17
第四節  英文聽力理解/英語口語能力	19
第三章  研究方法	25
第一節  研究方法	25
第二節  研究場域與對象	27
第三節  研究架構	39
第四節  研究流程與步驟	40
第五節  資料蒐集與分析	41
第四章  研究結果	50
第一節  學生英語聽力理解及口說表現前後測結果	50
第二節  英語學習心得學生訪談資料分析	56
第三節  同儕觀課紀錄及教師教學省思資料分析	58
第五章  結論與建議	63
第一節  研究結論	63
第二節  研究建議	68
參考文獻	71
壹、中文部分	71
貳、外文部分	72
附錄	77
附錄一：本研究對象一至三年級之學校英語課程內容	77
附錄二：臺北市國民小學語文學習領域英語課程綱要 國小低、中年級聽力(Listening)–能力指標	81
附錄三：臺北市國民小學語文學習領域英語課程綱要 國小低、中年級口說(Speaking)–能力指標	84
附錄四：國小學生英語口說評量表	87
附錄五：學生英語學習週誌	88
附錄六：英語學習心得學生訪談大綱	89
附錄七：同儕教師觀課回饋單	90
附錄八：教師教學省思單	91

參考文獻
壹、中文部分
石素錦 (1995)。聽力與英語教學。北師語文教育通訊，3，68-82。
朱則剛（1996）。建構主義對教學設計的意義。教學科技與媒體，26，2-15。
江宜芬 (2016)。即時回饋系統應用於翻轉教室對國小學童數學學習之影響。中華大學資訊工程學系碩士班學位論文。未出版，新竹市。
李育懃、歐陽誾（2015）。即時反饋系統應用於國小三年級學生修辭教學之行動研究。師資培育與教師專業發展期刊，8(3)，77-101。doi:10.3966/207136492015120803004
李路得 (2008) 。由實境學習觀點探討英語課堂中的電影配音活動。政治大學英國語文學研究所學位論文，1-248。
吳曉君 (2009) 。融入數學教學對國小低年級學童解題閱讀與擬題寫作影響之研究。未出版碩士論文。雲林科技大學技術及職業教育研究所碩士班，雲林縣。
林鳳儀（2014）。學習即時回饋系統之設計與發展。淡江大學教育科技學系碩士班學位論文。未出版，新北市。
林凱胤（2015）。從學習風格和科技接受模式看混成式評量策略融入教學。中等教育，66(3)， 138-156。
高瑜璟 (2006)。數位學習-學習的新趨勢，網路社會學通訊期刊，第 57 期。
陳年興 & 楊錦潭 (2006)。數位學習:理論與實務。博碩文化。
陳品華（1997）。從認知觀點談情境學習與教學。教育與研究，15，53-59。
陳佑綺（2015）。應用角色扮演教學法提升國小英語社團學生英語學習興趣之行動研究。國立台中教育大學教師專業碩士學位學程碩士論文。未出版，臺中市。
陳秀婷 (2012)。戲劇教學對南台灣國小學童英語聽力、口說及學習表現之效益研究，碩士論文，國立高雄師範大學，未出版。
陳昭維 (2009)。[互動即時回饋系統] 應用於國小高年級英語字彙教學成效之探討-以臺北縣某國小為例。國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文，1-163。
陳家慧 (2004)。數位化評量系統融入低年級數學科教學之行動研究-以按按按為例。國立臺北教育大學數學教育研究所學位論文，1-162。
黃巧妮（2005）。電腦多媒體訊息設計對國小學童英語聽裡理解之影響。國立台南大學教育經營與管理研究所碩士論文。未出版，臺北市。
黃竫棋 (2008)。三種聽力策略教學對國小學生英語聽力理解及態度之效益研究。國立高雄師範大學英語學系英語教學碩士班，未出版，高雄市。
黃讚松（2014）。運用輔助教學提升師生互動與學習成效-以IRS為例。電腦科學與教育科技學刊，4(1)，24-38。
戚居清（2010）。應用情境式聽力訓練對四年級生英語聽力表現及學習態度之效益研究。國立高雄師範大學英語學系碩士論文。未出版，高雄市。
教育部 (2001)。國民中小學九年一貫課程暫行綱要。台北：教育部。
教育部（2006）。國民中小學九年一貫英語科課程綱要—語文學習領域（英語）。2015年7月6日，取自http://www.edu.tw/eje/content.aspx?site_content_sn=4420。
張慧臻（2016）。即時反饋系統 (IRS) 融入國小學童口腔保健教學成效和滿意度探討。中山醫學大學醫療產業科技管理學系碩士班學位論文。未出版，臺中市。
楊智媛 (2008)。有助於國小學童英語聽力之聽前教學活動研究。國立政治大學英語教學碩士在職專班碩士論文。未出版，台北市。
瞿本瑞 (2008)。網路時代的著作權爭議: 以 Napster 現象為例。
蔡小玲 (2008)。整合式即時回饋系統融入國小六年級數學教學成效實驗研究。國立臺中教育大學數學教育學系碩士論文。未出版，台中市。
賴瑩瑄 (2016)。即時反饋App應用於國中九年級英語文法教學之研究─以Plickers為例。國立臺北科技大學技術及職業教育研究所學位論文。未出版，臺北市。
潘新燕 (2004)。資訊科技融入國小視覺藝術教學與評量: 以 [按按按] 互動系統為例。臺北市立師範學院視覺藝術研究所碩士論文。未出版，臺北市。
顏春煌 (2010)。數位學習:觀念、方法、實務、設計與實作。臺北市:碁峯資訊。
顧韶洵 (2012)。即時回饋系統對國小學生數學學習態度與自我調整學習策略之影響及其相
關研究。淡江大學教育科技學系碩士班學位論文，1-92。
Paul, D.（2005）。兒童英語教學大觀：為亞洲兒童量身訂做的教學法（殷彩鳳、洪文峰
譯）。台北：師德企管顧問。
貳、外文部分
Abdelhafez, H. A., & Abdallah, M. (2015). Making It" Authentic": Egyptian EFL Student
Teachers' Awareness and Use of Online Authentic Language Materials and Their Learning
Motivation. Online Submission, 1(1).
Abvali, P., & Mohammadi, M. (2016). The Affordances of Collaborative Dialogues: The Case of
EFL Learners’ Speaking Performance. Modern Journal of Language Teaching Methods, 6(2),
124-133.
Al-wossabi, S. (2016). SLA Classroom Research and EFL Teaching Practices of Oral
Skills. Theory and Practice in Language Studies, 6(11), 2061-2067.
Banados, E (2006) A blended-learning pedagogical model for teaching and learning EFL
successfully through an online interactive multimedia environment. CALICO Journal 23/3:
533–550.
Boudreault, C. (2010). The Benefits of using Drama in the ESL/EFL classroom. The Internet TESL Journal, 16(1) [Online]: http://iteslj.org/
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42. 73
Brown, G., & Yule, G. (1992). Teaching the spoken language: An approach based on the analysis of conversational English. (7th ed.). New York: Cambridge University Press.
Brown, H. D. (1994). Principles of language learning and teaching. New Jersey: Prentice Hall.
Cheng, S.-C., Hwang, W.-Y., Wu, S.-Y., Shadiev, R., & Xie, C.-H. (2010). A mobile device and online system with contextual familiarity and its effects on English learning on campus. Educational Technology & Society, 13(3), 93-109. doi:10.1109/DIGITEL.2010.57
Dansereau, D. F. (1988). Cooperative learning strategies. In C. E. Weinstein, E. T. Goetz, &; P. A. Alexander(Eds.), Learning and study strategies. New York: Academic Press.
Ghoneim, N.M.M. (2013). The listening comprehension strategies used by college students to cope with the aural problems in EFL classes: An analytical study. English Language Teaching, 6(2),100_112.
Hall, J.K., & Verplaetse, L.S. (2000). Second and foreign language learning through classroom interaction. Mahwah, NJ: Lawrence Erlbaum Associates.
Hannafin, M. J. (1992). Emerging technologies, ISD, and learning environments: Critical perspectives. Educational Technology: Research &; Development, 40(1), 49-63.
Harmer, J. (2005). The practice of English language teaching. Pearson Education: Longman
Harmer, J. (2007). The practice of English language teaching. London: Longman.
Hockly, N (2011) Five things you always wanted to know about blended learning (but were afraid to ask). English Teaching Professional 75: 58.
Houcine, S. (2011). “The effects of ICT on learning/teaching in a foreign language”. Retrieved
September 29, 2015 from http://www.pixel-online.net/ICT4LL2011/common/download/Paper_pdf/IBL69-437-FP-HoucineICT4LL2011.pdf
Hwang, W.Y., & Chen, H.S. (2013). Users’ familiar situational contexts facilitate the practice of
EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2), 101_125.
Johnson, C. P. (2014). Increasing students’ academic involvement: Chilean teacher engagement with learners in blended English as a foreign language courses (Doctoral
dissertation).Available from ProQuest Dissertations and Theses database. (UMI No. 3601549)
Johnson, D. W., Johnson, R. T., Holubec, E., &; Roy, P. (1984). Circles of learning: cooperation in the classroom. Alexandria, Virginia: Association for supervision and curriculum development.
Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997).Real-life problem solving: A collaborative approach to interdisciplinary learning. Washington, DC: American
Psychological Association.
Katz, L., & Chard, S. (1989). Engaging children’s minds: The projcet approach. Norwood, NJ: Ablex. 74
Kopecky, K. (2006). E-learning (nejen) pro pedagogy. Olomouc: Hanex, 2006. ISBN 80-85783-50-9.
Ladousse, G. P. (1987). Role play: Oxford University Press.
Lave, J., &; Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Leakey, J., & Ranchoux, A. (2006). BLINGUA. A blended language learning approach for CALL. Computer Assisted Language Learning, 19(4-5), 357-372
Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Educational Technology & Society, 12(4), 282–293.
Lin, A (2003) An initial study on EFL Learners’attitudes towards multimedia application in language learning. Teaching English with Technology 3/2. Available online at
www.tewtjournal.org/VOL%203/ISSUE%202/01_ANINITIALSTUDY.pdf
Liu, C., Chen, S., Chi, C., Chien, K. P., Liu, Y., & Chou, T. L. (2016). The Effects of Clickers With Different Teaching Strategies. Journal of Educational Computing Research, 0735633116674213.
Long, M.H. & Richard, J.C. (eds.). (1987). Methodology in TESOL: A book of readings. Boston: Heinle & Heinle.
Lynch, T. (2001). Communication in the language classroom. Oxford: Oxford University Press.
Maleki, A. (2005). A new approach to teaching English as a foreign language: The bottom-up approach. Asian EFL Journal, 3(2), 127-135.
Masie, E (2006) “The blended learning imperative”, in Bonk, C and Graham, C (eds) Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing, 22–26.
Mohanan, S. M., & Pereira, C. (2014). Effectiveness of Situated Learning Method on Achievement in English at Primary Level Students of Kerala, India.
Morozova, Y. (2013). Methods of enhancing speaking skills of elementary level students. Translation Journal, 17(1).
Mullamaa, K. (2010). ICT in Language Learning-Benefits and Methodological Implications. Tartu: Language Centre, University of Tartu, Estonia. http://dx.doi.org/10.5539/ies.v3n1p38
Office of Educational Technology(U.S Department of Education)，2016。National Educational Technology Plan 2016。
Panitz, T. (1999). The motivational benefits of cooperative learning. New Directions For Teaching and Learning, 78, 59–67.
Richards, J. C.(1990).The language teaching matrix. Cambridge: Cambridge University Press.
Rinaldi, V. D., Lorr, N. A. and Williams, K. (2016), Evaluating a technology supported interactive response system during the laboratory section of a histology course. American Association of Anatomists. doi:10.1002/ase.1667
75
Rixon, S. (1986). Developing listening skills. Macmillan Publishers Ltd.
Rosenberg , M. J. (2001). “E-Learning: Strages for deliverning knowledge in ther Digital Age.” New York: McGraw-Hill.
Rost, M. (1993). Listening in language learning. New York: Longman.
Rost, M. (2002). Teaching and Researching Listening. London: Longman
Salcedo, C. S (2010). Comparative analysis of learning outcomes in face-to-face foreign language classes vs. language lab and online. Journal of College Teaching & Learning, 7(2), 43-54.
Retrieved from http://journals.cluteonline.com/index.php/TLC
Schön, D. A. (1983). The reflective practicioner: How professionals think in action (p. 1983). New York: Basic Books.
Sharma, P and Barrett, B (2007) Blended Learning. Oxford: Macmillan.
Shibley, I., Amaral, K. E., Shank, J. D., & Shibley, L. R. (2011). Designing a blended course: Using ADDIE to guide instructional design. Journal of College Science Teaching, 40(6), 80-85. Retrieved from Retrieved from ERIC database. (EJ963648)
Shibley, I. (2009). Putting the learning in blended learning. Reprinted in Faculty Focus SpecialReport: Blended and Flipped: Exploring New Models for Effective Teaching &
Learning, July 2014, 4-5.
Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51-54.
Slavin, R.E. (1991). Student team learning: A practical guide to cooperative learning. Washington, DC: National Education Association.
Sun, J. C. Y., & Chen, A. Y. Z. (2016). Effects of integrating dynamic concept maps with Interactive Response System on elementary school students' motivation and learning outcome: The case of anti-phishing education. Computers & Education, 102, 117-127.
Tavangarian, D., Leypold, M. E., Nolting, K., Roser, M., Voigt, D., (2004). Is e-Learning the Solution for Individual Learning? Retrieved October 18, 2015 from:
www.ejel.org/issue/download.html?idArticle=338
Thanajaro, M. (2000). Using authentic materials to develop listening comprehensionin the English as a second language classroom. Virginia Polytechnic Instituteand State University.
Theobald, M. (2006). Increasing Student Motivation. Strategies for Middle and High School Teachers. Corwin Press. A SAGE Publications Company, Thousand Oaks, California.
Tomlinson, B. & C. Whittaker (Eds.) (2013). Blended Learning in English Language Teaching: Course Design and Implementation. London: British Council. Available at:
http://englishagenda.britishcouncil.org/books-resource-packs/blendedlearning-english-langu
age-teaching-course-design-and-implementation
Underwood, M. (1994). Teaching Listening. New York: Longman Inc. 76
US Department of Education (2016) National educational technology plan retrieved December 29, 2016 from http://tech.ed.gov/netp/
Vandergrift L. (2007). Recent developments in second and foreign language listening comprehension research. Cambridge: Cambridge University Press.
Vlachos, K. (2006), “The use of the Internet and asynchronous online networking for the learning and consolidation of English as a foreign language in European
primary schools”, unpublished doctoral dissertation, University of the Aegean, Rhodes, Greece.
Ward, J. and G. LaBranche. (2003). "Blended Leaming: The Convergence of E-leaming and Meetings," Franchising World, 35:4, pp. 22-23.
Webb, N. M., &; Farivar, S. (1994). Promoting helping behaviour in cooperative small groups in middle school mathematics. American educational research journal, 31(2), 369-395.
White, G. (2003). Listening. Oxford: Oxford University Press.
Yang, Y. R. (2009). The effects of vocabulary acquisition through story retelling by junior high school students. Unpublished master’s thesis, National ChanghuaUniversity of Education. Changhua, Taiwan.
Yu-lin, C. (2015). The Impact of Technology-Integrated Instruction to Elementary Students’Language Learning Motivation and Performance. Journal of Literature and Art Studies, 5(8), 679-685.
Zaremba, A. J. (2006). Speaking professionally. Canada: Thompson South-Western.