- 學位論文
翻轉教室對台灣大學生英語聽力焦慮和英語聽力策略之影響
Effects of Flipped Classroom on English Listening Anxiety and English Listening Strategy of University Students in Taiwan
摘要
聽力能力是學生在學習英文的過程中透過練習慢慢習得，但是在台灣，學生在學校比較不著重聽力理解能力的練習，因此此研究以翻轉教室為方法來改善學生英語聽力焦慮的問題和探討學生使用不同英語策略的選擇，還有學生對於翻轉教室的看法。此研究隨機將兩班學生分成實驗組和控制組，實驗組的學生是以翻轉教學的模式上課，控制組的學生是以傳統教室的模式上課。兩組學生需要各自填寫三份問卷在前後測: 英文聽力焦慮、英文聽力策略和翻轉教室的看法(實驗組)、傳統教室的看法(控制組)。結果顯示兩組學生在兩種教學模式下，英文聽力理解能力有顯著進步，實驗組比控制組的學生進步的成績更多。另外，在英文聽力焦慮方面，兩組學生的聽力焦慮感都有顯著降低，實驗組比控制組的學生焦慮感降低的更多。在英文聽力策略的使用上，兩組學生都最喜歡使用認知策略，後設認知策略最低。其中在社會情感策略上，控制組的比實驗組的學生更喜歡使用。結果顯示在後設認知策略上兩組在前後測並沒有顯著不同。總的來說，經過翻轉教室的教學模式，學生在英文學習的基本知識和進階聽力學習任務參與度上都增加了，還有在聽力理解能力上都進步了，而且在未來希望能夠有機會能夠用這樣的模式上課。
並列摘要
Listening Skill is an important skill in English learning. In Taiwanese educational context, the focus of learning English was not listening skill until college. Hence, in this research, it investigated the effects of flipped classroom on English listening anxiety and English listening strategy. In this study, the students were randomly divided into the experimental and control group. The flipped classroom model was implemented in the experimental group and the traditional classroom model was conducted in the control group. In both groups, they would fill in three questionnaires for pretest and posttest (English listening anxiety, English listening strategy and the perception of flipped classroom (the experimental group) and the perception of traditional classroom (the control group) and semi-constructed interview. The results showed that the listening anxiety had decreased in both groups and the experimental group decreased more than the control group. The use of listening strategy had significant different after the treatment in both groups. In experimental group, they would like to engage in the flipped classroom model in the future. In sum, after the treatment, both groups had improved their listening comprehension and their listening anxiety decreased and use more listening strategies after these two classroom models.