英語動態評量運用於實用英文補救教學之行動研究

學生英文能力參差不齊為英語教學者常面臨之挑戰，低成就學習者之英語學習與輔導是目前國內英語教育刻不容緩的議題，因此本研究透過行動研究，探究如何建構及實踐數位化英語動態評量系統與網路學習社群之行動方案，調整英語補救教學並建構有利於學生學習之英語補救教學及輔導環境。本研究之目的有三：探討數位化英語學習資源行動方案運用於休閒英文補救教學的可行性、探究經由數位化英語動態評量系統行動方案運用於休閒英文補救教學的成效性，以及分析學生評量之錯誤類型及探究線上輔導平台之互動性，藉以增進數位化英語動態評量系統強化與多面向發展為目的。研究結果顯示：運用數位化英語動態評量系統於實用英文學習機制於英語補救教學具有可行性；運用數位化英語動態評量系統輔導行動方案於休閒英文補救教學具有成效性；受試者在數位化英語動態評量系統試卷之類型B（文法句構／重組）的答錯率最高，而在線上文法輔導系統的閱讀學習次數及提問內容以動詞時態及動詞用法居冠。研究者亦對後續研究提出建議。

關鍵字

低成就學習者；行動研究；網路學習社群；實用英文；數位化英語動態評量系統

並列摘要

English teachers face many obstacles to teach Leisure English courses due to the wide range of levels of the learners. However, it is crucial to address the needs of low-achieving English learners. Therefore, this study used the method of action research intended to provide the Internet learning community with an e-learning Leisure English source of a digital dynamic assessment. The objectives of this study were to fulfill the following three purposes: to investigate the possibility of using e-learning English sources for Leisure English remedial teaching; to evaluate the effectiveness of using the dynamic e-learning assessment for Leisure English remedial teaching, and to analyze the types of errors made by low-level learners and the interactive questioning for further development of e-learning English teaching. The results of this study were as follows: first, the use of e-learning Practical English source motivated students' English learning. Second, the use of the dynamic e-learning assessment improved the students' Leisure English learning results. Third, the findings showed that most of the learners made errors of verb tenses of grammar and questioned the use of verb tenses as well. Finally, some suggestions were provided based on the findings of this study.

並列關鍵字

low-achieving English learners ； action research ； Practical English ； social network learning community ； e-learning dynamic assessment

國際替代計量

英語動態評量運用於實用英文補救教學之行動研究

全文下載

主題瀏覽