- 學位論文
探討以英文為學習外語的大學生如何透過影音部落格進行文意協商
How Taiwanese EFL University Students Negotiated Meaning through Video-Clips on a Blog Platform
摘要
學習者在部落格上有大量互動的機會，而此有助於參與者進行文意協商，並進而提升語言能力與建構知識。目前已有不少論文探討運用部落格於語言學習，但卻鮮少有研究探討透過影音短片為媒介，在部落格上進行文意協商與討論。本研究標的有二：參與者如何透過部落格以進行文意協商；學生對於影音崁入部落格之線上非同步討論的看法。參與者為１４位台灣大學生，學生自願參與四次關於「科技與生活」為主題的線上討論，每次討論為期一週。在每週的討論裡，參與者須首先對影片提出回應與分享，其他同學們可以在第二輪討論的時候，針對不同參與者的影片回應做進一步的探討或分享，最後，當參與者收到同儕回覆後，可決定是否再次給予回應。當四次線上討論完成後，每位參與者接受訪談，所有口說資料均轉為逐字稿。資料收集主要包含，參與者在部落格上的回應及訪談的逐字稿。研究結果發現非同步線上討論互動／討論模式可分為五種：分享與比較資訊、意見分歧、知識共建、修正意見及個人新解讀。部落格提供了一個互動平台，讓參與者不僅可以從影片中學習新知識，更能透過意義協商的過程進行與自我及他人的反省與思考。部落格崁入影音短片的媒介對非同步線上互動及討論有正面影響。學生們不僅表達對部落格討論的喜愛，亦認為影音短片不僅對語言學習有幫助，更能有效引發討論。本研究最後並提供教學一些建議及未來研究導向。
並列摘要
Blogs can provide a context for language learners to interact on an authentic discussion platform, which enables learners to negotiate meaning with their peers to facilitate language learning and co-construct knowledge. While there is a considerable general literature on blogs and language learning, there are few specific investigations on the negotiations that occur on blogs with regard to video-clips. This study was undertaken to explore how EFL learners negotiated meaning on a blog, with videos used as the focal texts. Two research questions guided this study: How did students negotiate meaning via responses to video-clips? And how did students perceive the video-clips on the blog discussions? The study carried out a four-week intervention in which the participants discussed two themes related to technology and life. Fourteen Taiwanese university students volunteered to participate in the study. Each week, they were first required to post their responses or reflections after viewing two assigned YouTube video-clips. In the second turn of the discussion, the participants responded to their peers’ posts, and the authors of the original posts could then continue the discussion or conclude it. Five interaction patterns emerged from the results (sharing and comparing of information, conflict or disagreement, knowledge co-construction, modification, and new interpretations). The results showed that the blog provided an interactive context for learners to receive information from video-clips and reflect on others’ ideas, as well as their own. Three types of participation were also found: learners received slight influences, moderate influences, and served as facilitators via negotiation for meaning with peers. In addition, the participants evaluated the video-clips as effective tools for initiating discussions, and also enjoyed posting their opinions on the blog. The pedagogical implications of this study and suggestions for future research are provided.