影片標註學習暨複習系統輔以單字學習機制對於英語聽力理解成效之影響研究

隨著全球化的發展，英語可說已是全世界最廣泛被使用的語言。在台灣，學生從小學三年級就開始學習英語，雖然長期學習英語，但是主要著重於英文單字、文法的學習，英語聽力技巧經常被忽視，以至於聽力理解能力普遍不佳，難以在日常生活中順利與外國人進行溝通。隨著資訊科技的快速發展，電腦輔助語言學習已成為發展趨勢，本研究發展一影片標註學習暨複習系統輔以單字學習機制(Video-Annotated Learning and Review System with Vocabulary Learning Mechanism, VALRS-VLM)，可輔助學習者依據自己的學習需求，進行英語需要聽力重聽段落確定語意的不熟悉單字查詢。為了驗證此一機制對於提升英語聽力的成效，本研究比較使用VALRS-VLM，以及單純只有重聽影片標註聽力學習暨複習系統而無英語聽力重聽段落單字學習機制(Video-Annotated Learning and Review System without Vocabulary Learning Mechanism, VALRS-NVLM)的學習者，在英語聽力理解成效、學習滿意度、科技接受度、認知負荷，以及學習保留是否具有顯著差異，以驗證強化聽力過程中不熟悉單字是否有助於提升聽力理解成效。此外，也進一步比較不同認知風格學習者（場地獨立型與場地依賴型），分別採用VALRS-VLM及VALRS-NVLM在英語聽力理解成效、學習滿意度、科技接受度、認知負荷，以及學習保留上是否具有顯著的差異。研究結果發現，使用VALRS-VLM的學習者，其聽力理解成效與學習保留皆顯著優於使用VALRS-NVLM的學習者。此外，使用VALRS-VLM之場地獨立與場地相依不同認知風格學習者，其聽力理解成效與學習保留皆顯著優於使用VALRS-NVLM之場地獨立與場地相依不同認知風格學習者。最後，採用VALRS-VLM及VALRS-NVLM學習者的學習滿意度、科技接受度，以及認知負荷度不具有顯著差異，但是學習滿意度、科技接受度皆高，並且認知負荷低。研究結果顯示，學習者使用VALRS-VLM輔以英語聽力學習，能有效提昇學習者的英語聽力理解表現。

關鍵字

影片標註學習暨複習系統輔以單字學習機制；字彙學習；英語聽力學習；聽力理解

並列摘要

With the development of globalization, English has probably become the most widely used language around the world. In Taiwan, students begin to learn English from the third grade of primary school. Although they have been learning English for a long time, they usually could not express their meaning and feelings with foreign people in English naturally and well. The main reason is that English listening skills are often overlooked in second language acquisition. With the rapid development of information technology, computer-aided language learning has become a development trend. Hence, the study proposes a novel video-annotated learning and review system with vocabulary learning mechanism (VALRS-VLM), which can assist learners to mark any listening section that cannot fully understand manually, and then clarify the pronunciation and usage of the unfamiliar vocabulary words appearing in the listening section through an online dictionary with correct meaning and pronunciation for these vocabulary words, so as to enhance learners’ English listening performance and perception. In order to verify the effectiveness of the proposed VALRS-VLM, the study examines the effects of the learners in the experimental group using the VALRS-VLM with those in the control group using the video-annotated learning and review system without vocabulary learning mechanism (VALRS-NVLM) on English listening comprehension performance, learning satisfaction, technology acceptance, cognitive load, and learning retention. Furthermore, this study also examines the effects of the learners of both groups with different learning styles, field independence and field dependence, on the English listening comprehension performance, learning satisfaction, technology acceptance, cognitive load, and learning retention. Analytical results show that the learners in the experimental group using the VALRS-VLM achieved remarkably better listening comprehension performance and learning retention than those in the control group using the VALRS-NVLM. Moreover, the field independence and field dependence learners in the experimental group using the VALRS-VLM also had significantly better listening comprehension performance and learning retention than those in the control group using the VALRS-NVLM. In addition, there were no significant differences between both the groups in learning satisfaction, technology acceptance, and cognitive load, but the learning satisfaction and technology acceptance of both the groups are higher than the median (median = 3) of a five-point Likert scale as well as the cognitive load of both the groups is lower than the median (median = 3) of a five-point Likert scale. The study confirms that the proposed VALRS-VLM could effectively assist learners in facilitating English listening comprehension performance as well as satisfied the learners’ awareness towards usefulness, helpfulness, and easy to use.