遠距課輔教學對提升國中生英語口語學習之成效

The Effect on English Speaking Through Synchronous Distance Teaching for Junior High School Students

曾靖雅(Ching-Ya Tseng) ； 陸偉明(Wei-Ming Luh) ； 高實玫(Shin-Mei Kao)

《臺北市立大學學報.教育類》 51卷1期 (2020/06) Pp. 35-52

https://doi.org/10.6336/JUTEE.202006_51(1).0002

摘要

本研究旨在探討設計一套符合遠距課輔的自編教材，同時探究此教材對學生英語的口語焦慮、英語口語能力、學習態度的影響。受試者為15位臺南偏遠國中學生以及15位來自該區的大學生，雙方於「數位學伴線上課後輔導服務」進行配對。本研究於2017年第一學期執行，大學伴持續了為期11週、每次90分鐘的教學。研究者編製了四個和國中當地相關聯題材的單元，並依據研究者所規劃的教學綱要，和15位大學伴共同發展兩個不同主題的單元。研究開始及結束後，均對小學伴進行自編英語口說成就測驗，並實施英語口語焦慮和英語態度之前後測。在全部課程結束後，亦對小學伴進行半結構式訪談與文件分析。本研究採用受試者前後測相依樣本t檢定，結果發現遠距課輔教學並未降低小學伴之英語口語焦慮，但有助於提升英語口語能力及學習態度。本研究另根據訪談結果提出在國中教學與教材發展上的建議。

關鍵字

網路課業輔導 ； 遠距課輔教學 ； 口語焦慮 ； 口語能力 ； 學習態度

並列摘要

The purpose of this study was to develop suitable materials for synchronous distance teaching and to investigate the effects on students' English speaking anxiety, speaking performance, and learning attitude. The participants were 15 students from a rural junior high school in Tainan and 15 college tutors from a national University in that area. The junior high school students and college students paired-up in the Online Tutoring for After-School Learning Project. The students and college tutors met for 90 minutes every week, over 11 weeks in the fall semester of 2017. The researcher developed four lessons based on issues related to the geographic region and the junior high school. Two additional lessons were developed by the 15 college tutors based on the curriculum structure established by the researcher. The effects of e-tutoring on English speaking anxiety and learning attitude were measured by pre- and post-tests. In addition, students' speaking performance was measured by a self-developed speaking test before and after the program, respectively. Semi-structured interviews and document analyses were also used as qualitative data in order to further understand the participants' perceptions about the distance learning program. This study adopted paired sample t-tests to analyze the data. The results of this study show that the students' speaking performance and learning attitudes had positive improvement, while the students' speaking anxiety and learning motivation were not significantly different before and after they took part in the project. Based on the findings, this study provides pedagogical suggestions to middle schools for developing suitable course materials.

並列關鍵字

e-tutoring ； synchronous distance teaching ； speaking anxiety ； speaking performance ； learning attitude

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