A TPACK Perspective on Improving L2 Learner Engagement Via Tablet Technology: A Case Study

以TPACK觀點來檢視平板科技如何促進外語學習者的上課專注度：個案研究

曾俊傑(Jun-Jie Tseng)

《數位學習科技期刊》 7卷3期 (2015/07) Pp. 15-42

https://doi.org/10.3966/2071260X2015070703002

摘要

Teaching English with a tablet is complex and little is yet known about how it can be utilized to overcome pedagogical problems specific to particular teaching contexts. Adopting the framework of technological pedagogical content knowledge (TPACK), this case study examines how an elementary school teacher taught English using the tablet in order to improve L2 learner engagement. Data were collected through Facebook reflective notes, class observation, teacher interview, student survey, and focus-group interviews with students. The data were analyzed for 1. the ways she incorporated the tablet into English teaching from the perspective of TPACK, 2. the contextual problems she would like to improve with the tablet, and 3. students’ perceptions of the tablet-based teaching in relation to L2 learner engagement. Data analysis indicates that while various contextual problems in relation to L2 learner engagement were identified, the teacher took advantage of the tablet’s affordances to engage her students in instructional materials and activities. In addition, the students reported that the tablet-based teaching increased their engagement. The tablet-based teaching was proved viable and effective in improving contextual problems associated with L2 learner engagement. This study sheds light on the relationship between TPACK and context.

關鍵字

contextual problems ； L2 learner engagement ； technological pedagogical content knowledge ； the tablet

並列摘要

用平板電腦來教英語是一件複雜的事，一般人對於如何應用此科技來解決在特定教學情境下的問題，知道的也不多。本個案研究採用科技教學學科知識 （Technological Pedagogical Content Knowledge, TPACK）架構來檢視一位小學英語教師如何使用平板電腦教英語，以便改善外語學習者的課程參與度。研究者透過教師的Facebook省思記錄、課堂觀察、教師訪談，與給予學生的問卷和焦點小組訪談等方式來收集研究資料，進而分析資料以便瞭解：一、從TPACK的觀點來看，教 師如何融入平板電腦於英語教學中；二、教師如何利用平板電腦來改善所處教學情境下的教學問題；三、學生對於平板電腦教學的感受。資料分析結果顯示：在確認 了教師所面臨的教學情境問題的同時，教師學會利用平板電腦的優勢來促進學生專 注於上課教材和教學活動。此外，學生認為平板電腦教學可以提升其課程參與度。故以平板電腦教學的方式來改善教師在特定教學情境下所面臨的問題，證明是可行與有效的，而本研究亦揭示了教師TPACK知識和他們所處的教學情境之間的關係。

並列關鍵字

情境問題 ； 第二語言學習者專注度 ； 科技教學學科知識 ； 平板電腦

參考文獻

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