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系統識別號 U0002-1002201714195800
中文論文名稱 Cyberfun互動回饋學習系統對於國小四年級學生英語聽說活動成效之行動研究
英文論文名稱 An Action Research on Integrating Cyberfun into English Listening and Speaking Activities for Fourth Grade Students
校院名稱 淡江大學
系所名稱(中) 教育科技學系數位學習在職專班
系所名稱(英) E-Learning Executive Master’s Program in Educational Technology
學年度 105
學期 1
出版年 106
研究生中文姓名 李中丹
研究生英文姓名 Chung-Tan Lee
學號 702740100
學位類別 碩士
語文別 中文
口試日期 2017-01-04
論文頁數 91頁
口試委員 指導教授-張瓊穗
委員-李世忠
委員-陳菁惠
中文關鍵字 國小英語  互動回饋系統  英語聽力理解  英語口說能力  行動研究 
英文關鍵字 primary English  IRS  listening comprehension  speaking ability  action research 
學科別分類
中文摘要 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。
英文摘要 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.
論文目次 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
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