- 學位論文
學生在英文演說課對教師評量，自我評量，同儕評量以及電子檔案評量的看法之研究
A Study of Students’ Perceptions Toward Teacher, Self, Peer, and E-portfolio Evaluation in an English Speech Class
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摘要
許多研究顯示教室評論活動對於學生的學習動機及表現有很大的影響。本研究旨在分析與描述台灣大學生對於英文演說課程中教師評論，自我評論，同儕評論及電子化檔案評論的看法。研究對象為台中縣朝陽科技大學應用外語系演說課的56名大學生。學期中學生們一共有六次的演講機會，並且在演講的過程中會將學生的表現錄下來然後上傳到電子化檔案進行教師評論，自我評論，同儕評論。研究工具為一份學生對於教師評論，自我評論，同儕評論及電子化檔案評論的看法問卷。以量化的分析來探討台灣大學生對於教師評論，自我評論，同儕評論及電子化檔案評論的看法以及這些活動能幫助學生口說能力的有利因素。結果顯示學生對教師評論，自我評論，同儕評論及電子化檔案評論抱持著相當正面的看法。他們認為這些評論活動可以增強他們的英文口語技巧。藉由探討演說課的學生對於師評論，自我評論，同儕評論及電子化檔案評論的看法，本研究嘗試擴展老師對於這些活動的認知，期待鼓勵未來相關研究的繼續探討。
並列摘要
Many studies showed that classroom evaluation could have a powerful impact on students’ performance and motivation. This study aimed to investigate students’ perceptions toward teacher, self, peer and e-portfolio evaluation in an English speech class. Fifty-six undergraduate students were recruited in English speech class. Students were asked to present six English speeches in the semester. During the period, students’ oral presentations were videotaped and uploaded to their electronic portfolio for teacher evaluation, self evaluation and peer evaluation. A questionnaire was applied to investigate the data of students’ perceptions toward teacher, self, peer and e-portfolio evaluation. t test was conducted in this study to examine the differences between students’ perceptions toward teacher evaluation, self evaluation, and peer evaluation. The results show that students showed positive attitude toward teacher, self, peer and e-portfolio evaluation. They considered that these evaluations can help them improve their oral skills. This study attempted to explore students’ perceptions toward teacher, self, peer and e-portfolio evaluation in an English speech class. It is hoped to offer some insights for teachers into how these activities can be integrated into English speech class.
參考文獻
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