電腦輔助同儕互評於英文音素學習之初探

英文已成為現今每一個學生必學的一門語言科目，可是在絕大部分的學生對於學習英文覺得很困難，更把最重要的發音基礎給忽略掉，導致其成為學習英語上的失敗原因之一。也礙於在非英文母語國家的環境下，無法使在學習上達到較正確的發音。所以本研究提出一個英文音素(English phoneme，EP) 的學習活動並運用電腦同儕互評 (Computer Supported Peer Assessment)來輔助對於音素認知 (Phonemic awareness) 之數位學習環境來幫助小朋友學習發音的初探研究，且運用賓果(Bingo) 讓學生在無考試的壓力之下來作學習測驗。 EP的學習流程包括五個階段：一、自我學習發音的教材，二、自我練習以及錄音，三、自我評量上傳的最佳錄音，四、匿名評量同儕的最佳錄音，五、和同儕一起討論互評的結果。最後再進行賓果(Bingo)遊戲測驗。為了瞭解對於EP系統如何輔助學生對於音素上的有所認知、在混合了中高低學習成就表現的同儕中，進行小組內的同儕互評及同儕討論的互動及評估活動流程上的合理性，本研究共進行了八個單元的學習及評估活動。本論文將說明研究背景、動機、目的、各學習階段的設計邏輯，描述電腦輔助系統的設計與介面以及探討在評估活動中的發現，並提出一些對未來該研究工作的建議。

關鍵字

同儕討論；音素認知；電腦同儕互評

並列摘要

English has already become the required language course which every student is going to take, but most of them have difficulties when facing learning English pronunciation. Moreover, one of the failure reasons for English pronunciation – the articulation – which students usually forget is the important foundation. Yet, in the non-English speaking environments country is difficult to pronounce the English sound correctly. Therefore, this research has proposed the digital learning environment of English phoneme with Computer Supported Peer Assessment to help children to learn how to articulate correctly. Also, applying the Bingo game in testing could let pupils evaluate themselves without feeling any pressure of doing the exam. The English Phoneme (EP) system learning flow includes five stages: (1) self-paced learning about the articulation material, (2) self-practicing and self-recording, (3) uploading the best self-recording and giving self-assessment, (4) peer-assessing the peers’ best recording, anonymously, and (5) discussing the results with peers. Only the last stage is required to work with peers, and the previous stages (stage one to stage four) are working individually. At last, a bingo game will be used after the fifth stage in order to complete the whole EP learning activity. Eight experimental unit activities were conducted to investigate how EP learning can assist pupils in the phonemic awareness, the effect of EP learning on student performance during peer-assessment and peer-discussion experimental unit trials, and the suitability of the experimental learning activity design to EP learning. This thesis gives accounts for the research background, motivation, purposes and the rationales of each stage, describes the system design and interfaces, and reports and discuss the results of the eight experimental unit activities described above. Recommendations for further study are addressed in the final section of this thesis.

並列關鍵字

Computer Supported Peer Assessment ； Peer Discussion ； Phonemic Awareness

參考文獻

Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: Bolt, Beranek, and Newman, Inc. [ED 317 950]

Allington, R. L., & Woodside-Jiron, H. (1999). The politics of literacy teaching: How “research” shaped educational policy. Educational Researcher, 28(8), 4–23.

Bandura, A.(1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Boves, L ., Cucchiarini, C., Neri, A., & Strik, H. (2002). The Pedagogy-Technology Interface in Computer Assisted Pronunciation Training. Computer Assisted Language Learning, 15(5), 441-467.

Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read – A casual connection. Nature, 301, 419-421.

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電腦輔助同儕互評於英文音素學習之初探

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