於字彙數位學習系統加入Facebook社群平台之系統設計與效益研究

字彙是英文學習的基礎。學生若想流利的閱讀，必須要有足夠的單字量才行。能完成大量的單字背誦是許多學習者的目標。但是對於大多數的學習者而言，在大量的單字背誦過程中，會逐漸因為懶惰及缺乏學習動機而放棄。目前為止，已有許多研究探討了各類社會互動對數位學習的影響。傳統的數位學習會缺乏人與人的直接接觸，但透過資訊科技的幫助，可以讓學習者間產生互動，並有可能藉此達到幫助學習的效果。本研究將於原有的MyVLS字彙學習系統加上Facebook社群互動平台，目的是希望能有效地幫助學習者瞭解同儕間互相的學習資訊，並讓學習者感到自己並不是孤單的面對目標，以激發學習意願，提升學習者學習單字的成效。在這次研究中，會將Facebook平台結合進原有MyVLS中，新平台稱為MyVLS-social。本研究除了完成MyVLS-social的建置外，並針對中央大學資管系二年級學生進行為期約一個半月的實驗組與對照組的實驗，實驗設計目標是希望瞭解MyVLS-social對於其原文書閱讀中的字彙學習，能否有效地增加學習者的單字學習成效。選擇原文書中的單字是希望在正常課程教學的壓力下，同儕之間應該對於這些字彙有非讀不可的認知，以期達到社群互動的成果。研究結果顯示，加入Facebook社群環境的實驗組，經學習過後，學習動機明顯高於對照組；兩組的學習成效在字彙廣度測驗上有顯著差異。研究結果發現，在數位學習環境加入學生流行使用的社群平台，可以有效提昇其注意力、學習興趣與滿意度，期望能提供未來研究者做為數位學習環境之設計考量。

關鍵字

學習動機； Facebook ；英文字彙學習；數位學習

並列摘要

Vocabulary learning is the basis of learning English. One must have sufficient vocabulary in order to read fluently. Memorizing a large number of vocabularies is many learners’ goal, but to most of them, in the process of long-term learning would make them give up because of a lack of motivation. So far, many studies have investigated various type of social interaction on the impact of e-learning. Students who learn in traditional e-learning would be the lack of face-to-face contact, but through the help of information technology can solve this problem. In this study, we add Facebook social platform into vocabulary learning system, MyVLS, to help learners to know learning status amoung one another and to make learners feel they are not alone. The purpose is to elicit learning motivation, enhancing the vocabulary learning effectiveness. In addition to implement MyVLS-social, in this study we experiment on NCU sophomore students to see if MyVLS-social can help learner’s vocabulary learning. After learning, results show that the experimental group’s learning motivation is much higher than control group’s, and so does the grades of post-test of vocabulary size, but no significant difference exist between them in vocabulary knowledge test. We found that add popular community platform in e-learning environment can effectively enhance learners’ attention, confidence, interest of learning and learning satisfaction. Hope to provide future researchers as design considerations of e-learning environment.

並列關鍵字

learning motivation ； Facebook ； vocabulary learning ； e-learning

參考文獻

王珩 (2005)。從ARCS模式探討英語學習動機之激發策略。臺中教育大學：人文藝術類，

何鴻略 (2010)。從社會促進理論探討數位學習系統之同儕學習進度的影響。國立成功大

Aragon, S. R. (2003). Creating social presence in online environments. New directions for adult and continuing education, 2003(100), 57-68.

Blankenship, M. (2011). How social media can and should impact higher education. Education Digest, 76(7), 39-42.

Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communicatio: South African Journal for Communication Theory and Research, 35(2), 185-200.

國際替代計量

於字彙數位學習系統加入Facebook社群平台之系統設計與效益研究

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