基於問題發佈及同儕互評策略設計一個行動學習系統以增強英文字彙學習績效

Designing a Mobile Learning System to Enhance English Vocabulary Performance Based on Question-Posing and Peer-Assessment Strategies

林秀錦(Siou-Jin Lin)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理研究所/碩士(2012年)

https://doi.org/10.6827/NFU.2012.00031

摘要

字彙學習是學習外國語言的重要步驟，英文字彙是第二語言學習的基礎，如何在英文字彙與現代科技之間結合效率與績效是個重要的議題。智慧型手機提供了學習過程可隨時隨地的卓越優勢，對於行動學習系統可提供學習者空前盛大學習機會之潛力，已可從很多研究中得到豐富的驗證。本研究提出了一個支援學習者問題發佈與同儕互評、討論的合作式行動學習系統－英文字彙學習系統，來幫助學生隨時隨地學習英文字彙。此系統已成功地運用在以問題發佈及同儕互評為基礎的英文字彙學習活動，且邀請三十位大學生來參與這個研究。在這些學習活動期間，學習者積極地使用行動設備來拍攝生活情境或目標物與英文字彙字義相符合的照片，接著，建構問題並把它發佈到網站供同儕分享及測驗。為了解此系統的影響，本研究使用問卷及前、後測來評估學習者的學習績效及態度。實驗結果顯示，此系統對於使用此系統的學習者可提高其英文字彙績效。整體來說，此系統不僅可提供學習者一個有效率的行動英文字彙學習方式，也可提升學習者的興趣。

關鍵字

字彙學習 ； 雙碼論 ； 行動學習 ； 同儕互評 ； 問題發佈 ； 社會建構理論

並列摘要

Vocabulary learning is the essential step to learn a foreign language. English vocabulary is the foundation of L2 learning. It is a critical issue to combine the efficiency and performance between English vocabulary learning and modern technologies. Smart phones have provided remarkable advantages in many learning pathways anytime and anywhere. An abundance of evidence from research suggested that a mobile learning system has great potential in providing learners with unprecedented learning opportunities. In this study, a collaborative mobile learning system, English Vocabulary Learning System (EVLS) which supports question-posing by learners, assessment from peers, and discussions with peers, is proposed to help students learn English vocabulary anytime and anywhere. The system had been successfully applied to English vocabulary learning activity that rested on question-posing and peer-assessment, and thirty university students were invited to participate in this research. During the period of these learning activities, learners proactively used mobile device to take photos of the real-life context or objects conform to the English vocabulary. Subsequently, they constructed a question and posted it to the website for sharing and testing with their peers. To understand the effects of this proposed system, a questionnaire as well as a pre and post tests and an interview were conducted to evaluate learners' learning performance and attitudes. Based on the experimental results, the system contributed to enhancement of English vocabulary performance of learners who had used the system. Overall, the proposed system not only provides an efficient and effective mobile English vocabulary learning pathway for learners, but also had promoted the interests of learners.

並列關鍵字

Vocabulary learning ； Dual coding theory ； Mobile learning ； Peer assessment ； Question-posing ； Social constructivist theory

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