- 學位論文
行動裝置上的英語聽力學習系統之建置與評估： 開放教育資源的重新應用
Implementation and Evaluation of English Listening Learning System on Mobile Devices : the Application of Repurposed OER
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摘要
行動載具及網路科技已於人類的生活密不可分。行動載具的高普及率，造就了行動學習（mobile learning）的發展，使學習不受地域及時間的限制，而網路科技則為我們打開通往世界的鎖，來自世界各角的資訊皆於彈指之間唾手可得，其中，開放教育資源（Open Educational Resources, OER）更賦予網路上無數的學習資源被自由取得、觀看、閱讀等權利，拜其之賜，求知若渴的學習者可以接觸到更多的學習資源。然而，有了手機等行動載具是否就代表學習者無論在何時何地皆可利用短暫且零碎的時間做學習？而學習者透過開放教育資源學習英語是否必定能學得更好？ 基於上述疑問及文獻探討結果，研究者開發手持行動裝置英語聽力學習系統（3R Mobile app），系統設計以Three Step Auditory Comprehension Approach 及Hulstijn’s 6-Step Procedure兩個聽力學習理論為基礎，針對開放教育資源進行學習教材開發及八個學習輔助功能建置，期望藉由該系統與未融入學習理論的開放教育資源（TED app）做比較， 探索開放教育資源結合學習理論後，重新應用於英語聽力學習系統之可能性，同時比較開放教育資源融入教學策略引導前後，對學習者之學習成效及使用行為的影響。 八十六位參與者於本研究中被分為實驗組及對照組，分別使用指定的行動裝置系統對3支TED影片做英語聽力學習。實驗組被指定使用的系統為3R Mobile app，該系統以任務及提示引導學習者對影片內容做漸進式的深入思考，同時佐以單字庫、真人發音、練習題、標準答案提供、時間點提示等功能輔助學習者學習；對照組則使用TED Talks官方所建置的TED app，該系統提供影片播放、講稿及字幕等功能。兩組皆被要求完成聽力能力前測、後測及回饋問卷，而實驗組參與者的學習行為由3R Mobile app的內建功能自動記錄，對照組參與者的學習行為則以參與者主動記錄的學習日誌為分析依據，內容包括學習時間、次數、方式、筆記等。 資料分析指出，使用3R Mobile app 之實驗組的進步分數多於使用TED app的對照組，且3R Mobile app的系統設計可以有效輔助學習者利用生活中的短暫且零碎的時間進行英語聽力學習，研究結果顯示適度的融入教學策略及學習輔助功能可以有效增加開放教育資源為學習者帶來的學習成效，本研究同時提出設計準則，提供有志於利用開放教育資源的行動學習系統開發者參考。
並列摘要
Mobile devices have now completely integrated themselves into our lives; almost everyone now owns at least a smartphone. In accordance with the development of mobile technologies, several studies have indicated that mobile learning systems can break down conventional boundaries and can in fact facilitate learning on the move. Furthermore, access to the internet provides everyone with the opportunity to instantly, and in the case of OER (Open Educational Resources), freely obtain such learning materials. Motivated learners especially can utilize such resources to further their academic endeavours. This presents Taiwanese EFL students with several options in which English-learning can take place. However, can smartphones and similarly capable mobile devices really facilitate mobile learning during fragmented time intervals? Can learners really benefit from these freely accessible learning materials? Taking these questions into consideration, the researcher developed a system for English listening learning based on the research results of several related studies; the 3R Mobile app integrates two different learning strategies, the Three Step Auditory Comprehension Approach and Hulstijn’s 6-Step Procedure, learning material from OER, and eight specially-formulated learning support functions. By comparing the 3R Mobile app with the TED app, we expected this study to explore the potential of mobile technology in Second Language Acquisition (SLA) as well as the benefits of using repurposed OER over its unmodified counterpart. Furthermore, the study also aimed to account for usage patterns owing to the difference in structures of both the designated apps. Eighty-six individuals participated in this study, and were separated into two different groups based on which app they would use to view the 3 videos selected from TED. The experimental group was assigned the 3R Mobile app, developed by the researcher featuring tasks and hints which facilitated learners in contemplating the intended meaning and to make inferences from the context. The 3R Mobile app learning-support functions include a glossary, read-aloud feature, quizzes, model answer display, timestamps which serve to assist learners in learning effectively. On the other hand, the control group installed the default TED app which features a video player, transcripts, and subtitles. Both groups were required to complete a pretest, post-test, and an evaluation questionnaire. Additionally, in order to collect data for the analysis of usage behaviour and patterns, the 3R Mobile app automatically recorded any interactions the participants had with the app while participants in the control group using the TED app were told to keep journals indicating time of use, frequency of use, method of learning, as well as any other notes they might have taken down. An analysis of the data revealed that the participants in the experimental group showed greater improvement than those in the control group, suggesting that the integration of learning strategies and learning-support functions enhanced the learning resources and yielded greater learning results. Finally, this study also provides design guidelines for any other researchers interested in developing their own apps in similar contexts.
參考文獻
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