本研究探討透過先備知識框架與線上小組討論相結合的方式，對提升英語為外語(EFL)大學生聽力理解能力的成效。研究採用混合方法設計，結合問卷調查、聽力理解測驗及半結構式訪談。參與者為來自北台灣某大學非英語系聽說課程的一年級學生，共51人。為期十週的課程中，學生參與課後線上小組討論，旨在啟動其先備知識並支持知識架構的發展。研究針對前後測比較學生的聽力進 步情形，並透過訪談了解其學習經驗。結果顯示，透過線上小組討論進行的先 備知識學習，有助於提升學生的聽力理解能力，並營造更具互動性與合作性的 學習環境。本研究強調將先備知識理論融入線上小組活動的益處與挑戰，對EFL學習者具有參考價值。

This study investigated the effectiveness of schema-based learning through online group discussions on enhancing listening comprehension skills among English as a Foreign Language (EFL) university students. A mixed-methods design was used, combining questionnaires, listening comprehension tests, and semi-structured interviews. Participants included 51 freshmen from a listening and speaking class at a private university in northern Taiwan. Over a 10-week period, the students participated in after-class online group discussions designed to activate prior knowledge and support schema development. Pre- and post-tests measured listening improvement, while interviews explored the students’ learning experiences. Results indicated that schema-based learning in online group discussions positively influenced the students’ listening comprehension and provided a more engaging and collaborative learning environment. The study highlights both the benefits and challenges of integrating schema theory into online group activities for EFL learners.

Table of Contents

Acknowledgements	i
Table of Contents	v
Chapter 1	1
Introduction	1
1.1 Research Background	1
1.2 Purpose of the Study	5
1.3 Research Questions	6
Chapter 2	8
Literature Review	8
2.1 Schema Theory	8
2.2 Schema-based Learning and Listening Comprehension	9
2.3 Online Group Discussions	12
2.3.1 Theoretical Framework of Online Group Discussions	15
Chapter 3	19
Methodology	19
3.1 Research Design	19
3.2 Research Settings	19
3.3 Participants	20
3.4 Materials	21
3.4.1. Textbook	21
3.4.2. Online Group Discussion Tools	21
3.4.3. Schema-based Learning Activities	23
3.5 Procedure of the Class Design	24
3.6 Data Collection	29
3.6.1. Instruments	29
3.7 Data Collection Procedure	33
3.8 Data Analysis	36
Chapter 4	38
Results	38
4.1 The Impact of Schema-based Learning on Listening Comprehension	39
4.2 Pattern of Engagement	43
    4.3 Relationship Between Team Participation and Student Achievement	56
4.4 Students’ Perceptions of Schema-based Learning in Online Group Discussions	61
4.4.1 Overview of Student Perceptions	62
4.4.2 Findings from the Questionnaire	65
4.4.3 Insights from Semi-structured Interviews	68
4.4.4 Conclusion	71
Chapter 5	74
Discussion and Conclusion	74
5.1 Discussion	74
5.2 Pedagogical Implication	77
5.3 Limitations of the Study	78
5.4 Suggestion for the Future Study	79
5.5 Conclusion	80
References	81
Appendix A	87
Appendix B	90
Appendix C	98
 

References
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of computing in higher education, 23(2), 82-103.
Aldukhayel, D. (2021). Vlogs in L2 listening: EFL learners’ and teachers’ perceptions. Computer Assisted Language Learning, 34(8), 1085-1104. https://doi.org/10.1080/09588221.2019.1658608
Almutairi, N. A. (2012). The effectiveness of using schema theory in developing EFL secondary-stage students' listening comprehension. Unpublished doctoral dissertation, Islamic University.
Anderson, A., & Lynch, T. (2000). Listening. Oxford University Press.
Ayu, L. P. (2016). YouTube videos in teaching listening- the benefits in experts' views.
Research in English and Education (READ), 1(2), 152-160.
Bao, X. (2016). A study on schema theory-based listening teaching mode for English
Majors. International Journal of English Linguistics, 6(4), 207-212.
https://doi.org/10.5539/ijel.v6n4p207
Bartlett, F. C. (1932). Rembering: A study in Experimental and Social Psychology. In:
Cambridge University Press.
81
  
 Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL quarterly, 17(4), 553-573.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL quarterly, 76, 44-67.
Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & education, 54(4), 1222-1232.
Chien, C. C., Huang, P., & Huang, Y. (2020). YouTube videos on EFL college students’ listening comprehension. English Language Teaching, 13(6), 96-103. https://doi.org/10.5539/elt.v13n6p96
Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches. advances in learning and instruction series. ERIC.
Du, J. (2019). Application of schema theory in college English listening teaching. 5th International Conference on Social Science and Higher Education (ICSSHE 2019),
Duemer, L., Fontenot, D., Gumfory, K., Kallus, M., Larsen, J., Schafer, S., & Shaw, B. (2002). The use of online synchronous discussion groups to enhance community
 82

 formation and professional identity development. The Journal of Interactive
Online Learning, 1(2), 1-12.
Farangi, M. R., & Saadi, Z. K. (2017). Dynamic assessment or schema theory: The case
of listening comprehension. Cogent Education(4), 1-13.
https://doi.org/10.1080/2331186x.2017.1312078
Ghahri, S., & Zarei, A. A. (2022). The Effect of Prelistening Activity Types on Listening
Comprehension and Listening Anxiety. Journal of Modern Research in English
Language Studies, 9(4). https://doi.org/10.30479/jmrels.2022.16910.2030 Harasim, L. (2000). Shift happens online education as a new paradigm in learning. The
Internet and higher education, 3(1-2), 41-61.
Hu, X. (2012). The application of schema theory in college English listening teaching.
Theory and Practice in Language Studies, 2(2), 282.
https://doi.org/10.4304/tpls.2.2.282-288
Huang, Z. (1998). The effects of topic familiarity, proficiency level and question type on
EFL listening comprehension: ST and RT perspectives. Modern Foreign
Languages, 4, 18-43.
Jensen, C., & Hansen, C. (1995). The effect of prior knowledge on EAP listening-test
performance. . Language Testing, 12(1), 99-119. 83
   
 Li, Q. (2014). Schema Theory and the Teaching of College English News Listening. Theory and Practice in Language Studies, 4(7). https://doi.org/10.4304/tpls.4.7.1469-1475
Mao, Y., & Zhou, Y. (2020). An Experimental Study of the Effect of Content Schema on English Listening Testing of Non-English Majors. International Journal of English Linguistics, 10(6), 183-194. https://doi.org/10.5539/ijel.v10n6p183
Mousavian, S., & Siahpoosh, H. (2018). The effects of vocabulary pre-teaching and pre- questioning on intermediate Iranian EFL learners’ reading comprehenstion ability. International Journal of Applied Linguistics and English Literature, 7(2), 58-63. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.58
Murphy, E. (2004). Recognising and promoting collaboration in an online asynchronous discussion. British Journal of Educational Technology, 35(4), 421-431. https://doi.org/10.1111/j.0007-1013.2004.00401.x
Ronteltap, F., & Eurelings, A. (2010). Activity and interaction of students in an electronic learning environment for problem-based learning. Distance Education, 23(1), 11-22. https://doi.org/10.1080/01587910220123955
     84

 Sadighi, F., & Zare, S. (2006). Is listening comprehension influenced by the background knowledge of the learners? A case study of Iranian EFL Learners. The Linguistics Journal, 1(3), 110-126.
Sharma, P., & Barrett, B. (2008). Blended learning: Using technology in and beyond the language classroom. Macmillan education.
Sloan, C. (2015). The relationship of high school student motivation and comments in online discussion forums. Journal of Educational Computing Research, 52(1), 114-135. https://doi.org/10.1177/0735633114568857
Spencer, D. H., & Hiltz, S. R. (2003). A field study of use of synchronous chat in online courses 36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the (pp.10-pp).
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The modern language journal, 82(3), 320-337.
Tran, N., Hoang, D. T. N., Gillespie, R., Yen, T. T. H., & Phung, H. (2024). Enhancing EFL learners’ speaking and listening skills through authentic online conversations with video conferencing tools. Innovation in Language Learning and Teaching, 1-11. https://doi.org/10.1080/17501229.2024.2334809
  85

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard university press.
Wertsch, J. V. (1991). A sociocultural approach to socially shared cognition.
Yu, Z., & Zhu, Q. (2019). Schema theory-based flipped classroom model assisted with
technologies. International Journal of Information and Communication
Technology Education, 15(2), 31-48. https://doi.org/10.4018/ijicte.2019040103 Zhang, X. (2013). Foreign language listening anxiety and listening performance:
Conceptualizations and causal relationships. System, 41(1), 164-177.
Zhu, Y., & Chen, Z. (2022). A Study on the Strategies of Improving English Listening
Comprehension among Non-English Major Undergraduates from the Perspective of Schema Theory. Frontiers in Educational Research, 5(14). https://doi.org/10.25236/fer.2022.051412
Zafarani, R., Abbasi, M. A., & Liu, H. (2014). Social media mining: an introduction. Cambridge: Cambridge University Press.