利用LINE即時通訊軟體學習搭配詞之影響

本研究旨在探究利用LINE即時通訊軟體輔助學習搭配詞之影響。研究待答問題如下: (1) 利用LINE即時通訊系統學習搭配詞是否對搭配詞的學習成效有影響？(2)學生利用LINE即時通訊系統學習搭配詞的接受度是否有明顯不同？本研究採取準實驗設計，針對台北市某高職二年級學生共34名進行實驗。進行實驗前，實驗組與對照組先實施前測以確定學習起點一致。正式實驗後，兩組學生必須接受後測。此外，實驗組學生在實驗前後需填寫本研究所開發之研究工具「使用LINE學習英語搭配詞接受度問卷」，以了解受試者對使用LINE學習英語搭配詞的接受程度。另外，針對本研究進行獨立樣本t檢定、相依樣本t檢定等分析，茲將本研究發現結論歸納如下: 一、英語搭配詞學習成效: 在英語搭配詞成就測驗二的後測成績顯示利用LINE即時通訊系統傳送搭配詞的實驗組成效顯著優於使用傳統紙本學習搭配詞的對照組(p<.05)。二、使用LINE學習搭配詞之接受度: 在實驗教學前後，實驗組對於使用LINE學習搭配詞之接受度並無顯著差異。最後，根據研究結果，提出幾項建議做為LINE在英語教學使用及未來進一步研究的參考。

關鍵字

LINE ；搭配詞

並列摘要

This study was intended to explore the effects of learning collocations integrated LINE. The research assumptions were as follows: (1) Learning collocation integrated LINE would have a positive effect on students’ collocation ability. (2)The attitude toward the use of LINE application to learn collocation would be positive. A quasi-experimental method was adopted in this research. The subjects ( n = 34 ) in this study were randomly selected from a pool of samples of students in a vocational high school in Taipei City. An independent-samples t-test would be performed in order to show if there is no significant difference between both groups at the onset of the experiment to avoid the research bias. After the treatment, a posttest was given to the subjects whose scores would be statistically analyzed. In addition, to indicate their acceptance of learning collocations via LINE, the experimental group would fill out a questionnaire before and after the treatment. Moreover, an independent-samples t-test and a paired sample t-test would be conducted upon finishing the experiment to exam whether there was any significant difference between both groups. The results were summarized as follows: 1. The learning outcome: In the total scores of the posttest, the experimental group who received the treatment was better than the other group (p<.05). 2. The attitude toward the use of LINE application: There was no significant difference before and after the treatment according to the questionnaire done by the experimental group. Moreover, the findings of this study would offer some related suggestions for English teachers who would like to use LINE as a teaching tool in English teaching field.