融入後設認知策略的科技增強英語聽力活動設計

依據後設認知策略三階段：規劃（Planning）、自我監控（Monitoring）和評估（Evaluating），背景知識（Background knowledge）能有效幫助以英語為外語學習的自我監控。本研究共實施兩次後設學習活動，並搭配輔助學習系統學習英語聽力以了解學習之歷程。第一次受測內容為日常生活相關的英語影片，系統以後設認知理論、鷹架策略為基礎，學習者可即時於不懂之處按下標記鈕做紀錄，學習完畢後可重複聆聽標記片段三次，或打開中文字幕輔助功能幫助學習者理解該片段。系統也提供筆記功能以紀錄聽不懂的原因，藉以了解學習弱點。第二次學習活動結合Linux英文證照課程內容，學生搭配即時回饋系統Zuvio IRS將作答狀況填寫於系統中，透過後設認知三階段之策略的活動以瞭解學生的學習成效。

關鍵字

後設認知策略；英語聽力；輔助學習系統；鷹架策略

並列摘要

The three stages of learning design activities that include planning, monitoring, and evaluating, can effectively scaffold learning according to the metacognitive learning theory. Metacognitive learning activities have been implemented by learning technology for English listening learning to understand the effects of metacognitive strategy in this study. The content of the first experiment focuses on daily life-related English videos. The system focus on the monitoring stage, which can let the students immediately press the button to record what they do not understand. After learning, they can repeatedly listen to the recorded parts for up to three times or turn on the Chinese sub-titles to help the learners understand what they did not previously understand. The system also provides the note-taking function for annotating the reasons why they do not understand to realize their learning weaknesses. The second experiment integrates with the Linux English certification course to encourage planning on their own. Students use the Zuvio IRS (Interactive Response System) to make themselves aware of their own learning progress and evaluate their own learning outcome based on the three-stage theory from metacognitive learning strategy.

並列關鍵字

metacognitive strategy ； english listening ； assisted learning system ； scaffolding strategy

參考文獻

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融入後設認知策略的科技增強英語聽力活動設計

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