結合即時反饋軟體與學思達教學法於提升國中學生英語閱讀能力之研究

本研究的主要目的是應用即時回饋軟體Plickers融入英語教學，並採用學思達教學法為教學策略，探討能否造成英語學習動機與學習成就的差異之準實驗研究。本研究之研究對象為新竹縣立某國中七年級的兩個班級共 57名學生，包括實驗組27 位學生和對照組30 位學生。實驗組以學思達教學法策略融入即時回饋軟體Plickers作為教學模式，對照組則以傳統團班教學搭配單槍投影進行英語科教學。本實驗進行為期 8 週，共計 8 節課之英語實驗教學。本實驗工具包括「加州英語能力標準試題」與「英語學習動機量表」。本實驗研究方法其研究數據由spss 22版本分析。實驗結果歸納分析，得以下結論：一、結合即時回饋軟體Plickers與學思達教學法策略能提昇學生英語學習動機。二、結合即時回饋軟體Plickers與學思達教學法策略於提昇學生英語學習成就有進步但無明顯差異。三、學生對使用即時回饋應用軟體Plickers多持正面肯定的態度，認為確實能幫助他們學習。

關鍵字

即時回饋軟體； Plickers ；學思達教學法；國中英語閱讀

並列摘要

This study aims to discover the effects of applying an interactive response application app Plickers with Share Start Teaching Method in English reading teaching on the learning motivation and achievement of a junior high school students. The researcher adopts a quasi-experimental as the main research method. The research participants consist of 57 7th-grade junior high school students in Hsinchu County, including 27 students assigned to an experimental group, in which interactive response system app Plickers with Share Start Teaching Method was applied and 30 students assigned to the control group, in which the regular teaching method was applied. The English teaching experiment lasts for eight weeks, a total of 8 classes. The research tools includes Grade 2 English-Language Arts Test Questions and an English learning motivation scale. The study data are analyzed by SPSS 22. The statistical result reveals as follow: 1. Integrating Interactive Response System APP Plickers into Share Start Teaching Method improves students’ learning motivation. 2. Integrating Interactive Response System APP Plickers into Share Start Teaching Method improves students’ learning achievement scores but have no significant differences. 3. Students have a positive attitude forward the classes integrated Interactive Response System APP Plickers into Share Start Teaching Method in which they are able to have improvement on the student's learning effectiveness.