運用即時反饋系統融入編序教學法提升國小中年級學生英語學習成效之行動研究

Action Research on Integrating an Interactive Response System into Programmed Instruction to Enhance the Effectiveness of Middle Graders' English Learning

唐崇育(Chung-Yu Tang)

指導教授 ： 沈俊毅

淡江大學/教育學院/教育科技學系數位學習碩士在職專班/碩士(2021年)

https://doi.org/10.6846/TKU.2021.00809

摘要

現今數位科技日新月異與更加普及，學生學習英語的管道越來越朝向多元化近幾年的行動載具，其應用程式也越來越廣泛。研究者在教學職場上面臨最大困境是學生英語程度上呈現雙峰分布，導致進行教學時影響教學品質。為符合學生不同的學習需求，研究者運用即時反饋系統融入編序教學，希望讓學生依照自身的學習速度、能力，進行課程內容的學習增加成功經驗。
本研究以國小四年級學生為研究對象，採用行動研究法，了解並分析即時反饋系統融入編序教學對學生英語學習成效之研究。本研究前、後測驗成績結果分別以「英語學習成就測驗」和「英語學習動機量表」進行施測，並將測得之平均數進行描述性統計；質性以三角驗證法加以檢驗以提升信度，將「學生訪談」、「教師日誌」和學生上課之反應做為依據。藉以瞭解研究者運用即時反饋系統融入編序教學，對學生的英語學習成效學習動機是否有提升。
根據本研究資料結果分析，獲得以下之結論：
一、即時反饋系統融入編序教學可提升學生學習成效。
二、即時反饋系統融入編序教學可提升學生學習動機。
三、完善的資訊知能與應變能力為即時反饋系統融入編序教學成功要素。
研究者根據研究結果，提出教學建議，以供日後研究之參考：
一、可擴展於不同場域或不同年齡層之研究對象，使其研究更全面。
二、可延長即時反饋系統融入編序教學期程，使不同學生學習進度之差異更明顯。
三、研究者可以加入其它系統，以求課程有更多的變化，提升學生學習動機。

關鍵字

即時反饋系統 ； 英語學習 ； 學習動機

並列摘要

With the popularization of today’s digital technology, ways to learn English for students have become increasingly diversified. Recently, the applications of mobile devices have been more and more widely used. The researchers in the teaching workplace face the biggest dilemma in the form of a bimodal distribution of students’ standard of English, which undermines the quality of teaching and learning. To meet students’ different learning needs, the researchers integrate an Interactive Response System (IRS) into programmed instruction so that students learn at their own paces and abilities.
This study focused on elementary school fourth grade students and used action research to understand and analyse the effects of integrating an IRS into programmed instruction on the effectiveness of the students’ learning. The test scores before and after the study were derived from an Achievement Test and a Learning Motivation Questionnaire. Their averages were statistically described. Qualitatively, a triangulation method was used to enhance reliability. Interviews with students, teachers’ journals of observations, and students’ in-class feedback were the bases for finding out if the integration of the IRS into programmed instruction enhanced learning effectiveness and motivation.
The following were the conclusion of this study:
I.The integration of the IRS into programmed instruction can enhance students’learning effectiveness.
II.The integration of the IRS into programmed instruction can enhance students’ learning motivation.
III.Perfect technology knowledge and adaptability are the success factors for the integration of the IRS into programmed instruction.
On the basis of the findings of the study, the researcher have put forward recommendations on teaching for reference in future research:
I.The integration of the IRS into programmed instruction can be extended to research subjects in different fields or different age groups to make the research more comprehensive.
II.The duration of integrating the IRS into programmed instruction can be extended to highlight the differences in the learning progress of different students.
The researchers can add other systems in order to diversify the curriculum and enhance students' learning motivation.

並列關鍵字

Interactive Response System ； English Learning ； Learning Motivation

參考文獻

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