自主線上英文任務型教學對學生學習成效及態度之探討

因新冠肺炎於2019年慢慢延燒，全球受到嚴重衝擊，在學習期間，為了降低疫情衝擊，選擇線上學習的學生增加許多。本研究主旨為自主線上英文任務型教學對學生學習成效及態度之探討，本研究以自主線上學習英文之學生為研究對象，選擇了溝通式教學法之任務型教學法為基礎，設計規畫出適合的任務課程，除了增加學習者的學習成效，也幫助學習者更提升學習興趣及聽說能力。溝通式教學法是有效提升說與聽的能力，增加學習者的聽力與口語表達能力，錯中學，學中做，老師與學習者進行線上課程交流時，因是一對一教學，學習者比較不害怕說錯，除了可提升日常英文會話能力外，表現的會較主動、積極，進步速度也會比較快速。本研究以溝通式教學之任務型教學法為主，設計日常生活較會使用到的主題，教學中除了以完成任務即達標為分析結果外，並以問卷及評量方式從中觀察蒐集學習者學習之相關成效及態度，問卷方面可以發現學習者對於任務(二)課程學習態度明顯比任務(一)來的高，評量方面，任務(二)的成績也明顯比任務(一)好，且有幾位程度不錯的學習者在任務(一)分數稍低，但在任務(二)分數提高許多，且在SPSS相關樣本的結果顯示，學習者學習態度及成效均達顯著性，為正向結果，由此可見這幾位學習者覺得任務(二)的課程比任務(一)有趣，所以學習態度也較好。

關鍵字

自主學習；線上學習；溝通式教學法；任務型教學；學習成效

並列摘要

Covid-19 is slowly spreading in2019, the world has been severely affected. During the study period, in order to reduce the impact of the epidemic, many more students choose to study online. The purpose of this research is to explore the effect of self-regulated online English communicative teaching on students’ learning. This research takes students who learn English online independently as the research subjects, and selects the task-based teaching method of as the basis. The course not only increases the learning effectiveness of the learners, but also helps the learner to enhance their interest in learning and speaking ability. The task-based teaching method is to effectively improve the ability of speaking and listening, and increase the listening and oral expression ability of learners. In addition to daily English conversation skills, learners are less afraid of making mistakes, they will be more active and active,and their progress will be faster. This study focuses on the task-based teaching method of communication-based teaching, and designs topics that are more likely to be used in daily life. In the teaching, in addition to taking the completion of the task as the analysis result, it also observes and collects learners' learning by means of questionnaires and evaluations. In terms of related effects and attitudes, it can be found in the questionnaire that learners have a significantly higher attitude towards task (2) than task (1). In terms of evaluation, the results of task (2) are also significantly better than task (1). There are a few good learners whose scores in task (1) are slightly lower, but their scores in task (2) have increased a lot, and the results of related samples in SPSS show that they all reach significance, which is a positive result. It can be seen that this Several learners feel that the course of task (2) is more interesting than task (1), so their learning attitude is also better.