錯題訂正架構之發展及國小英語學習者使用觀點之初探

錯題訂正的教／學效應已獲普遍肯定，唯礙於目前教師與學生多缺乏適切的錯題訂正參考架構，使得錯題訂正多流於更正答案的表面形式，難以達到應有的效果，故本文有兩大目的：一、發展一具學理基礎的錯題訂正基本架構；二、瞭解其於特定學科與題型運用對學習的有用性與易用性。彙整國內外相關文獻，本文提出一個通用性的錯題訂正基本架構（含三步驟七要點），再考量英語學科特性以及選擇題型，增修為適合英語選擇題錯題訂正架構（含三步驟十要點），並以前實驗研究設計之單組後測法，配合一所國小五年級學生（40名）英語科教學，進行八週的英語學習訂正活動。以問卷收集參與者觀點，資料經描述性統計、卡方檢驗分析、分析歸納法發現：一、顯著多數（逾九成）參與學生支持錯題訂正架構對英語學習的有用性，並指出其在七方面的學習有用性（如：降低相似題型再次出錯的機會、強化記憶、提升學業成績等）；二、雖有逾半數參與學生贊同此架構的易用性，但學生亦明確指出架構中較具難度的要點。依此，文末提出此架構於教學實施的建議，以及進一步發揮教育傳播與科技的媒體優勢，以配合不同單元的主題與重點提供適性化錯題訂正架構及意義性鷹架提示內容等的未來研究建議。

關鍵字

訂正架構；課室教學運用；學習者觀點；錯題訂正

並列摘要

The effectiveness of error correction in teaching and learning is widely recognized. However, teachers and students lack an appropriate framework for such correction. This gap has led to superficial error correction and suboptimal learning outcomes. Therefore, the present study had two goals: to devise a generic error correction framework and to analyze learners' perceptions regarding the learning usefulness and ease of use of the framework in the applied domain and learning situation. Drawing from relevant literature, this study devised a 3-step, 7-component error correction framework that was subsequently expanded into a 3-step, 10-component framework specifically for multiple-choice question error correction in English learning. A one-shot case study pre-experimental design was employed, and an 8-week error correction activity was conducted with a fifth-grade class (n = 40) in a primary school. Data analyses, including descriptive statistics, chi-square tests, and analytic induction, revealed two major findings. First, a significant majority (over 90%) of the participants endorsed the usefulness of the devised framework for English learning, citing seven salient benefits, such as reducing the number of mistakes made of similar question types, strengthening memorization, and improving academic performance. Second, although more than half perceived the framework to be easy to use, a substantial number identified specific components to pose challenges. The study concludes with instructional recommendations for implementing the error correction framework in classroom settings as well as suggestions for future studies. These suggestions include exploring methods through which technology can be used to flexibly and meaningfully apply the error correction framework and accompanying prompts or hints for applying it for various learning objectives.

並列關鍵字

applications in classroom teaching ； correction framework ； error correction ； learners' perspectives

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