淡江大學覺生紀念圖書館 (TKU Library)

系統識別號 U0002-2707201817500100
中文論文名稱 科技輔助混能大班之影響:以英語口說課為例
英文論文名稱 Students’ perceptions of Technology Enhanced Language Learning: A Case Study of an English Mixed Ability Conversation Class
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 106
學期 2
出版年 107
研究生中文姓名 高郁絜
研究生英文姓名 Yu-Jay Kao
學號 602110412
學位類別 碩士
語文別 英文
口試日期 2018-06-15
論文頁數 107頁
口試委員 指導教授-黃月貴
中文關鍵字 科技輔助語言學習(TELL)  英語口說  大班  混能 
英文關鍵字 Technology Enhanced Language Learning (TELL)  English speaking  large class  mixed ability 
學科別分類 學科別人文學語言文學
中文摘要 英語已經是世界共通言語,在台灣教育之下,經常性的練習英語聽、說、讀,卻缺少學習英語口說的環境。為了因應這樣的學習環境和教育制度,目前已有大量的一般性文獻研究有效提升英語口說之教學法,儘管許多文獻廣泛討論過科技對語言學習的效益,但是特定針對學習對象為大班級和語言程度落差的研究卻很少,例如:大學英語口說課。
英文摘要 English is a lingua franca of the world, and many students need to learn how to communicate in English. In Taiwan’s EFL setting, students lack facilitative environment for practicing spoken English. While technologies assisted language learning as a topic has been extensively investigated, few studies have focused on students in large, mixed-ability class.
The purpose of the study is to explore the efficacy of Technology Enhanced Language Learning (TELL) from the perspective of students in a large mixed-ability class. The research focuses on students’ learning experience in terms of perceived changes in motivation, confidence, anxiety, engagement and self-efficacy. These factors are qualified and quantified in order to investigate students’ perception towards the TELL learning process. One hundred and seventy-eight students from different departments with different language proficiency enrolled in a one-semester conversation class participated in the present study.
178 undergraduate students filled in a questionnaire which ask about their learning attitude. The participants’ learning attitude before and after the instruction was investigated using both quantitative and qualitative inquiries. The quantitative results show participants made significant improvement with regard to learning motivation, confidence, engagement and self-efficacy, while learning anxiety remains the same. The qualitative results indicate that participants strongly agreed with the beneficial effects of TELL.
The present study showed the feasibility of using various technologies to support the teaching of large size English classes in the EFL setting. Future studies may be conducted with a broader scope to include evaluating students’ proficiency gain under TELL.
1.1 Background of the study 1
1.2 Statement of the problem 3
1.3 Purpose of the study 4
1.4 Research questions 5
1.5 Significant of the study 5
1.6 Definition of terms 6
2.1 Introduction 8
2.2 Computer Assisted Language Learning 8
2.3 Technology Enhanced Language Learning 10
2.3.1 Technology enhanced Motivation in Language Learning 13
2.3.2 Technology enhanced self-efficacy in learning experience 15
2.3.3 Factors of confidence and anxiety in TELL 17
2.3.4 Factors of engagement in TELL 18
3.1 Introduction 20
3.2 Participants 20
3.3 Course description 21
3.4 Material 22
3.5 Instrument and data collection procedure 24
3.5.1 The pilot study 24
3.5.2 Results of the pilot study 24
3.5.3 Learning experience questionnaire: Pre-instruction and Post-instruction 26 Reliability analysis of language learning questionnaire 27
3.6 Data collection and analysis 28
3.6.1 Interview 28
3.6.2 Written data of course reflection 29
4.1 Introduction 30
4.2 Quantitative results of learning experience questionnaire 30
4.2.1 Discussion of TELL and quantitative results 33
4.3 Qualitative results of interviews and written reflection 34
4.3.1 The frequently used technologies for uploading recording assignments by interviewees, and their difficulties and assistance. 35
4.3.2 Interviewees’ perceptions toward the motivation enhanced of TELL in conversation class. 36
4.3.3 Interviewees’ perceptions toward TELL in decreasing learning anxiety and increasing confidence. 39
4.3.4 Interviewees’ perceptions towards online resources as learning materials 41
4.3.5 Interviewees’ perceptions toward the benefits and disadvantages of submitting audio assignments through Google-Drive and Moodle. 46
4.3.6 Students’ perceptions toward the differences between the TELL conversation class and traditional classroom 49
4.3.7 Results of the course reflection of the TELL conversation class 51
5.1 Conclusion of the major findings 54
5.2 Limitation of the study 55
5.3 Suggestion for future research 56

Table 3.1 Participants’ gender distribution 21
Table 3.2 Participants’ background information 21
Table 3.3 Report of item analysis on Pearson’s correlations 25
Table 3.4 Reliability analysis results by Cronbach’s Alpha 26
Table 3.5 Reliability analysis results of the subscales by Cronbach’s Alpha 27
Table 4.1 Descriptive statistical results of the SPSS 31
Table 4.2 Paired sample t tests for the scores of the pre- and post-instruction in the SPSS 32
Table 4.3 Descriptive statistics for the mean scores of the Pre- and Post-instruction 32
Table 4.4 Paired sample t test for the mean scores of participants’ language learning experience in Pre- and Post-instruction 33
Table 4.5 Interviewees’ background information 35
Table 3.1.1 Descriptive of Group Statistics results 99
Table 3.1.2 Critical value (CR value) results of independent-sample t-test 100

Figure 1 The Moodle’s homepage 23
Figure 2 Course Google-Drive page 23
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