同儕指導學習於面對面與混式學習環境對研究生與大學生的表現之研究

An Investigation on Peer Tutoring in Face-to-Face and Blended Modes: Tutors’ and Tutees’ Performances.

林榆森(YU-SEN LIN)

指導教授 ： 陳玟君博士

國立中正大學/文學院/英語教學研究所/碩士(2015年)

摘要

本研究旨在探討同儕指導學習於面對面式與及混成式學習環境之影響。本研究參與人員包含四位大學部一年級新生與四位研究所學生，這八位參與人員隨機分配成四組，各組包含一位大學生與研究生。在一學期當中總共舉行12次同儕指導輔導課程，其中兩組以面對面方式完成同儕指導輔導課程，另外兩組則以混成學習方式完成同儕指導輔導課程。在同儕指導輔導課程中，研究生會準備及採用不同的學習策略來指導大學生並提升大學生的寫作能力。在同儕指導教學計畫實施前後，研究生和大學生各自填寫學習策略問卷來理解計畫前後學習表現及認知的變化。本研究之資料蒐集工具為：(一) 學習策略問卷、(二) 英文寫作測驗、(三) 工作日誌、(四) 期末反思報告、及(五) 個人訪談。研究結果顯示大學生在經過同儕指導輔導課程中與研究生學習後有提升對於學習策略的認知，而研究生也透過同儕指導輔導課程教導大學生來強化原本對學習策略的認知。透過同儕指導輔導課程，大學生不僅僅提升對學習策略的認知外，也強化自己的寫作能力。而研究生透過同儕指導輔導課程不只強化原本對學習系策略的理解外，也拓展自己對於教學的認知與表現。本研究結果建議可以直接教導學習者相關學習策略知識來提升第二外語學習能力，而且學習者也可以透過教導其他學習者來提升自己的能力與知識。

關鍵字

同儕指導教學 ； 學習策略 ； 混成式學習 ； 面對面式學習 ； 寫作

並列摘要

The current study aims to investigate the peer tutoring in face-to-face and blended learning modes. In the study, four freshmen undergraduate students and four graduate students took part in the study and randomly divided into four dyads. During 12 tutoring sessions in a semester, two dyads completed their tutoring sessions in the face-to-face mode and the other two days finished their tutoring sessions in blended learning mode. In the tutoring sessions, the tutors prepared a number of strategies in the instructions for the tutees to improve their writing proficiency. The tutors and the tutees both completed the SILL questionnaires to understand their performances and perceptions before and after the tutoring project. Data were collected from SILL pre- and post-tests, English pre- and post-writing tasks, worklogs, final reflection paper, and interview data. The findings indicated that the tutees strengthened their awareness of strategy use through learning in the tutoring sessions and the tutors enhanced their awareness of strategy use through teaching in the tutoring sessions. Besides, the tutees not only raised their awareness of strategy use but also improved their writing proficiency. In addition, the tutors not just enhanced their awareness of strategy use but broadened their horizons on teaching. It was suggested that the strategy should be taught directly to the learners to enhance their second language learning, and the learners could better their knowledge through teaching.

並列關鍵字

strategy ； peer tutoring ； blended learning ； face-to-face ； writing

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