行動輔助英語聽力學習之喜好研究：以台灣大學生為例

本研究旨在探討，在台灣以英語為外語學習（EFL）的大學生，其在行動輔助英語聽力學習中，對於學習裝置及字幕的喜好及認知。許多研究已證實使用字幕對於英語聽力學習的助益，但大多數研究僅探討不同類型的字幕對於學習的成效差異，並無提供受試者字幕類型的選擇、並探討學生對於字幕的喜好。此外，以往的研究也極少提供學生學習裝置的選擇，受試者往往受限於使用特定學習裝置。本研究的受試者由二十八位國立台灣師範大學之大二及大三生組成，學生的英語程度為高級。在十八週的實驗過程中，學生可自由使用不同裝置完成每週的線上聽力練習，學生亦可根據自己的喜好和需要，使用三種字幕類型–全字幕、關鍵字字幕、無字幕。每個聽力練習中都包括聽力理解測驗。實驗結束後，每位學生須完成期末問卷及參與訪談，以便深入了解學生在聽力學習中，對於不同學習裝置及字幕類型的喜好與認知。本研究的結果摘要如下： 1. 就字幕影片為聽力學習素材而言，當可自由選擇學習裝置時，受試者偏好筆記型電腦，而不選擇行動裝置的原因可分為三層面討論——技術、心理及環境。第一，行動裝置的技術障礙包括小螢幕尺寸、不易於操作的使用者界面，以及有限的網路行動數據使用量。第二、就心理層面而言，學生並不視智慧型手機為一種學習工具，且認為透過手機做練習感覺不像在學習。第三、諸如環境噪音和手機中的推送通知等環境因素，皆為降低學生使用行動裝置意願的原因之一。 2. 在字幕類型方面，受試者偏好使用全字幕，因全字幕幫助學生提高學習效率和增進聽力理解。此外，使用全字幕時，學生因有全文的協助而感到安心;在語言學習上，學生認為全字幕可以強化語言知識。然而，學生大多將關鍵字字幕及無字幕作為進階練習使用，以檢視聽力理解程度。

關鍵字

行動輔助學習；聽力理解；字幕

並列摘要

Incorporating captions in teaching listening to language learners have found its support from language researchers and practitioners. Most studies focus on the effectiveness of different types of captions whereas few provide learners with the choices of caption types. When mobile technologies are concerned, scant attention has been given to learners’ preferences for devices in their learning listening. Learners in previous studies are either loaned or restricted to using mobile devices in question. The purpose of the present study was to explore the preferences of EFL college students engaged in learning listening on a WAP (wireless application protocol) site with various captions available and different devices permitted. Twenty-eight college students enrolled in a listening-speaking course at a public university in northern Taiwan were recruited to participate in the study for a semester. On the class website, the students had access to designated audio clips of the twelve units. The audio clips were prepared in full captions, keyword captions, and no captions and were accompanied with comprehension questions. Moreover, to examine participants’ perceptions for device choices and caption types, a post-treatment interview and a survey were also adopted. The results showed that, when practicing listening, our college students preferred using non-mobile devices for technological, psychological, and environmental reasons. The technological barriers to mobile learning included small screen sizes, operational problems, unfriendly interface, and limited internet services. In terms of their psychological resistance to mobile learning, some students did not perceive smartphones as a learning tool because doing listening practice on smartphones did not “look like studying.” In addition, environmental factors, such as background noises and push notifications, were the major distractors that hindered their use of mobile devices. In contrast to previous works approving keyword captions with images for listening learning, our college participants favored full-caption texts for higher efficiency and better comprehension. With the aid of full-caption text without images, they felt safe and supported; and, linguistically, they thought their literacy were improved. The main reason for using keyword and no captions was to review the content and to ensure their comprehension without texts.

並列關鍵字

Mobile-Assisted Language Teaching ； Listening comprehension ； Captions

參考文獻

Abdous, M. H., Camarena, M. M., & Facer, B. R. (2009). MALL technology: Use of academic podcasting in the foreign language classroom. ReCALL, 21(1), 76-95.

Google Scholar

Abdous, M. H., Facer, B. R., & Yen, C. J. (2012). Academic effectiveness of podcasting: A comparative study of integrated versus supplemental use of podcasting in second language classes. Computers & Education, 58(1), 43-52.