- 學位論文
職前英語教師線上服務學習： 以設計國小學生之語言自主教材為例
Pre-Service EFL Teachers' Online Service Learning: Developing Autonomy-based Materials for Primary School Students
摘要
近年來，各地將服務學習應用於高等教育已漸成為趨勢，而臺灣的大學也開始提供服務學習的計畫，也就是給予學生一個機會去增強他們專業科目的知識於真實情境。另一方面，語言自主學習也漸被視為教育上的最終的指標，因此在臺灣的英語教學領域也開始發展。故此研究的目的為檢視線上服務學習計畫的成效，去評斷其於準英語教師的教育是否有助益及探討國小學生使用語言自主的教材的情形。 此研究的參與者為臺灣地區之大學程度以上的英語系準英語教師及一群於偏遠地區的國小學生。準英語老師及國小學生每週實行一對一線上英語教學，且並使用語言自主為主的英語教材。準英語老師及國小學生需要每週寫反思日誌，包含他們的感覺及想法。訪談及問卷也用來三角測定檢示反思日誌資料。日誌及訪談資料採用演繹法及歸納法，而在問卷調查的資料上是使用描述統計分析。結果顯示準英語教師及國小學生皆從服務學習中互惠：準英語教師提昇了他們的專業知識包含語言自主、教學、教材設計以及社會及個人的成長，例如公民責任感。同時，國小學生也提昇了他們語言自主的能力，透過設計語言自主的教材(參照研究者發展之教材理論的架構)。另外，兩組參與者皆對於語言自主為主的教材抱持著正向的態度。簡而言之，服務學習是一個有用的教學法提昇準英語教師的教育及國小學童的學習。
並列摘要
With the trend of applying service learning to actual practice in higher education around the world, universities in Taiwan have increasingly started to offer service learning programs (Hsu et al., 2007), providing students with channels and venues to advance their academic knowledge via real-world experience (Minor, 2002; Carney, 2004; Russell, 2007). On the other hand, learner autonomy, which is regarded as an essential goal in education, has also gradually developed in the field of TESOL in Taiwan (Hsu, 2006). The purpose of this study is therefore to examine the effect of an on-line service-learning program for pre-service English teachers and the use of autonomy-based material for elementary school students. The participants of this study are post-graduate students, who are pre-service English teachers majoring in TESOL at a university along with a group of primary school pupils in a remote area of Taiwan. The pre-service English teachers carried out weekly one-on-one on-line English tutoring with autonomy-based materials to the EFL young learners. The pre-service teachers as well as the pupils were required to keep weekly learning logs to document their feelings and thoughts. Interviews and questionnaires were also carried out to triangulate the data from the reflective learning logs. Deductive and inductive qualitative analyses were used for reflective learning logs and interviews. Descriptive statistics analysis was used for the survey data. Results showed that both pre-service teachers and elementary school students reciprocally benefited from the service learning program. The pre-service teachers improved their (1) professional knowledge in terms of learner autonomy, teaching, and material design and (2) social and personal development such as civic responsibility. Meanwhile, the elementary school students promoted their learner autonomy via materials based on the theoretical framework proposed by the author. The two groups showed positive attitudes toward the use of the autonomy-based materials. Also, service learning can be a useful pedagogy to advance pre-service teachers’ teacher education and the elementary school students’ learning.