- 學位論文
結合Flash Card與故事於英語單字之行動學習
Integrating Flash Cards with Narratives for Mobile Learning of English Vocabulary
摘要
近年來，隨著行動裝置的迅速發展及網際網路的普及，使得許多建立於行動裝置上的輔助學習系統因應而生，讓學生可以利用空閒的時間進行學習。 現今，在英語教學上的方式很多樣化，其中在學習英文單字時，常有圖像化之單字卡(Flash Card)來輔助學生；而在本研究中，將單獨個體的Flash Card利用加入故事性的整合，製作成輔助學生學習單字的系統，並藉由實驗來探討有加入故事性與無加入故事性教學策略影響學生在學習動機、學習成就與英語焦慮感上的變化及差異性。 實驗結果顯示，學生對於此輔助學習系統表示認同，也會利用空閒的時間進行學習。實驗後，學生的英語焦慮感皆有顯著下降，但在學習動機與學習成就上，卻只有有加入故事性的實驗組學生有顯著上升，表示有加入故事性之策略比單純使用Flash Card有效，對學生有更大的幫助。
並列摘要
In recent years, with the popularity of the rapid development of mobile devices and the Internet, many assisted learning systems that built on mobile devices produce so that the students can learn something any time by their mobile devices. Today, in the teaching of English is very diverse ways in which learning English vocabularies, often the image of the vocabulary cards (Flash Card) to assist students; in the present study, the use of a single individual to join the story Flash Card of integration, help students learn vocabularies made into a system, and there is added by experiments to explore the story with no added narrative teaching strategies affect students' learning motivation, learning achievement and English language anxiety. The experimental results show that the assisted learning system is identified by students and also use it to learn in free times. After the experiment, the students' English language anxiety decreased significantly, but the learning motivation and learning achievement, only have added to the narrative of the experimental group had a significant increase, which means that adding narrative strategy is more effective than simply using Flash Card, and more helpful for students.