- 學位論文
線上註記系統對互動式英語單字學習成效之研究
The Effective of Online Annotation Learning System on EFL Interactive Vocabulary Learning
摘要
第二語言單字學習研究發現，運用電腦輔助語言學習系統能提升單字學習成效。但目前研究大多著重於傳統紙本單字學習策略之探究，針對線上互動性單字學習策略之使用與單字學習成效之影響的研究仍相當有限。本研究目的為探討以英文為外語學習者，線上互動式單字學習策略之使用與單字記憶力之關係，並評估應用互動式單字學習策略的線上註記系統對單字學習之成效。本研究使用互動式單字線上註記系統 Interactive Vocabulary Online Annotator (Yeh, 2004; Lo et al., 2005)，將電腦輔助溝通的技術應用於線上閱讀單字學習，使學習者對文章進行註記與意見交流。 本研究使用前後測控制組之實驗設計，研究對象為七十九位非英語系大一生，進行互動式線上單字學習: (一) 實驗組的四十位學生利用互動性單字註記學習工具進行線上單字學習; (二) 控制組的三十九位學生在沒有互動性單字註記工具的網路平台下進行線上單字學習。實驗前，利用密西根測驗以證明兩組受試者的英語能力具同質性。在為期兩個月的實驗內，受試者每週在課堂外閱讀兩篇線上英文文章並到教室作立即性單字後測。實驗結束後一個月，受試者在不被告知的情況下接受延遲後測單字後測。互動性單字註記工具之使用次數，則由電腦追蹤系統全程記錄，並透過皮爾森相關係數分析策略使用次數與單字記憶力之相關性。態度問卷則由描述性統計描述受試者對使用本系統之看法。最後，本研究採用內容分析法來執行質性半結構化個別訪談之質性資料分析。 本研究結果顯示: (1)使用互動式單字線上註記系統確實能提升EFL學習者單字記憶力成效，無論是在立即性或者是長期性記憶都有顯著性成效; (2)由於字典有方便性和立即性的特性，比起其他線上工具，線上字典功能有壓倒性的使用比例，然而搜尋功能的使用最不頻繁; (3)互動性單字學習策略之使用與本研究學習者的短期單字記憶力有正向相關性，但是與學習者的長期單字記憶力沒有正向相關性，這跟太困難的單字與大量使用線上字典功能有關; (4)最後，多數同學對此互動式單字線上註記系統中，互動性單字學習機制的設計、介面設計、及對語言學習的成效抱持正面的態度，也期盼在未來的線上閱讀上也能使用相似的單字學習系統。 綜合上述結果，本研究提供教學建議與未來研究方向。第一、互動性單字線上註記系統應融入單字課程中。教師應察覺電腦輔助語言學習的閱讀情境與互動式註記工具對單字學習的優點。第二、單靠互動性學習法並不能說明單字記憶力成效的提升，在未來研究上應加入其他學習策略，並進一步討論不同策略之使用對單字記憶力之影響。
並列摘要
The bulk of L2 vocabulary research has revealed that prospective learners use vocabulary learning strategies to facilitate vocabulary acquisition, but relative few studies have centered on online interactive vocabulary learning strategy use and its effects on vocabulary retention. This study has four aims: (1) exploring EFL learners’ online interactive vocabulary learning strategy use, (2) examining the effects of interactive vocabulary learning strategy use on vocabulary retention, (3) investigating the relationship between interactive vocabulary learning strategy use and vocabulary retention, and (4) evaluating the effectiveness of an online interactive vocabulary learning environment, the Interactive Vocabulary Online Annotator (Yeh, 2004; Lo et al., 2005) on vocabulary retention. In this empirical study, the Interactive Vocabulary Online Annotator is one of the applications of computer-mediated communication, which provides interpersonal communication and admits different learners to annotate the same text for knowledge sharing and vocabulary learning in on-line reading. The study employed a control group design. Seventy-nine participants were divided into two research groups in this study: (1) Forty participants of the experimental group did the online reading with interactive annotation tools on the Interactive Vocabulary Online Annotator and (2) Thirty-nine participants of the control group did the online reading without interactive annotation tools. Before the study, Michigan Test of English Language Proficiency was administered as a pretest to prove that the two groups of the participants are homogenous group in potential English proficiency. Participants were asked to read two weekly online reading texts and did immediate vocabulary posttest in class during three months of research study. The independent t-tests were used to compare the vocabulary performances between the experimental and the control groups on immediate and delayed posttests. All participants also took an unannounced delayed vocabulary test after one month of the research study. Each participant’s browsing behavior in online learning program was recorded by the computer system to collect their pre-defined interactive vocabulary learning strategies. The relationship between frequency use of interactive vocabulary learning strategies and vocabulary retention was explored by Pearson correlations. The feedback from the attitude questionnaire was analyzed by descriptive statistics. Finally, the two semi-structured interview data were collected and analyzed by the means of content analysis. The results revealed that because of the convenience and immediacy, Dictionary strategy made up the overwhelming proportion of strategy use and Search strategy was used the least. In regard to interactive vocabulary learning strategy use on retention, the experimental group outperformed the control group in the immediate and delayed retention tests scores. Furthermore, the moderate correlation existed between the total frequency use of interactive mechanism and immediate posttest scores. However, there were no statistically significant correlations between the frequency use of interactive vocabulary learning strategies and delayed vocabulary posttest scores. The possible reason will be the too difficult vocabulary and overwhelming proportion of dictionary use. Finally, in relation to the feedback from the post-survey, overall participants held positive attitude toward the effectiveness of the interactive vocabulary learning strategy functions, the learning effects, and the interface design of the Interactive Vocabulary Online Annotator. They would even be willing to use similar vocabulary learning system while reading online in the future. Findings of this study offer important pedagogical implications and suggestions for future research. First, it is essential to incorporate interactive vocabulary annotation system into the vocabulary classes. Teachers should be made aware that it is of value to acquire words from reading in CALL-based environment and with interactive annotation tools. Second, the sole dependence on interactive vocabulary learning strategies mechanism does not successfully explain the increase of vocabulary learning effects. For the future study, more kinds of vocabulary strategies, such as visual learning strategy should be included in order to investigate the influence of different strategy use on vocabulary retention.