A Pedagogical Exploration of SMWEF in Blended Learning into University EIL Reading Classes

Research on the friendliness, interest, and effectiveness of software designed to assist EIL learners continues to lag behind the rate at which new programs are produced. In this study we implemented and assessed the Super Memory Wishful English Fighter (超速記憶如憶指; SMWEF: 2014) package over one semester in a predominantly Chinese medium Taiwanese Technological University. 152 students from three departments participated, in four English reading classes each representing a different context in terms of students, teaching method and the way in which SMWEF was involved. For example one class focused on part time evening students of nursing, with high focus on use of SMWEF both in and out of class, while also implementing the literature circle approach to reading; another targeted full time nursing students and focused primarily on literature circle reading in class, with SMWEF encouraged as support out of class in the self access centre. SMWEF delivered the chosen text (Charlotte's Web) together with support vocabulary, writing etc. activities authored by the researchers, along with its own battery of reading texts, activities and tests, all presented in a colourful format with attractive graphics and Chinese language menus and instructions. Mixed method research was conducted, including pre- and post-tests, a student attitude survey and teachers' reflective reports. Key findings were that, once baseline ability of participants, judged from the pre-test, was controlled, there were no significant differences between the four classes in progress over the study period, suggesting that it made little difference how precisely SMWEF was integrated with the classes. Significant progress was however recorded from participants who started with lower proficiency, perhaps consistent with the fact that SMWEF was originally developed for High School learners. Students who used SMWEF for more hours per week were those who more strongly desired to improve their reading and writing, signalling the importance of motivation. Teacher feedback drew attention to many issues such as lack of time or access to the self access facilities but highlighted the 'joy and autonomy' associated with use of SMWEF.

關鍵字

SMWEF software ； eLearning ； CALL ； literature circle ； technology university ； English reading ； blended learning

並列摘要

對於如何設計友善及生動有趣且能增進學習英文為國際語言學習者學習成效軟體的實質研究至今不但乏善可陳，且追不上推陳出新學習軟體出版的腳步。本研究目的在探討並評估超速記憶(簡稱如意指2014)軟體在以中文授課為主的某科技大學試用一學期的學習成效。參與此研究包含來自三系所4門英語閱讀課共152名學生參與。任課老師根據其授課班級同學特質及需求客製化配套使用如意指，以營造合適其學習情境教學法。例如一班進修部護理系閱讀課程設計學生使用如意指銜接課堂和課後學習，同時亦結合文學圈閱讀討論為輔；另一班日間部護理系閱讀課則注重在文學圈閱讀討論，將如意指軟體配套使用設計成課後自學中心輔助教材。如意指軟體內容不但容許授課老師客製化教材(例如夏綠蒂的蜘蛛網)也包含字彙練習，寫作等相關學習活動。能補充多元閱讀文體，活動和測試。版面設計活潑色彩鮮豔亦配合圖表和中文解說。混合式研究法包含前後測，學生問卷及任課老師反思回饋報告。研究分析發現四班同學英文學習成效並無顯著差異，即任課老師配套如意指教材方式並未顯著影響英文學習成效。但對於前測程度低落同學卻發現有額外顯著進步。此發現符合如意指當初設計功能主旨在加強高中生英文學習程度。故越想增進英文能力同學且每周練習如意指時數越多學生，進步越多，顯示學習動機的重要性。任課老師反思回饋報告則提出課程設計所遭遇的問題，例如時間限制和自學中心硬體設備，除此之外，學生大致上對使用如意指反應皆為正向，如有趣並有助於自主學習。

並列關鍵字

如意指軟體；線上學習；電腦輔助教學；文學圈；科技大學；英文閱讀；混合學習

國際替代計量

A Pedagogical Exploration of SMWEF in Blended Learning into University EIL Reading Classes

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