應用外語所研究生在英語教學課程中使用網路工具之研究-以中部某科技大學為例

Using Web-Based Tools in an English Teaching Classroom - A Study of Applied Foreign Languages Graduate Students at a University of Technology in Central Taiwan

林以悅(Yi-Yueh Lin)

指導教授 ： 洪伯毅

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2010年)

摘要

本研究目的旨在研究應用外所研究生在英語教學課程中使用網路工具之看法（包含部落格（blog）、維基（wiki）、podcast、YouTube和Blackboard）。希望透過此實驗課程之實施後，培養學生使用網路工具的知識，如何將使用網路工具應用在教學課程中，進而提升他們對網路工具之正向看法。研究方法採單組前後測之設計，研究對象為中部某科技大學應用外語研究所教學組之研究生。研究工具包含「網路工具看法量表」、開放式問題及訪談。其中「網路工具看法量表」內容包含blog、wiki、podcast、YouTube與Blackboard五項分量表，分別在十五週的訓練課程進行前與後進行施測。此外，透過開放式問題及訪談，以瞭解參與研究的學生對路工具應用於訓練課程的心得與意見，最後歸納研究結果提供未來相關課程實施之參考。
研究結果發現如下：一、應用外語所學生對於「網路工具看法量表」包括五項分量表，在前、後測具有顯著性差異。這表示本實驗課程應於學生對網路工具看法有正向作用。二、在五項網路工具裡，YouTube被最多人選為最想使用的工具。然而，從學生的背景來看，具有教學經驗的學生是選擇blog，毫無教學經驗的學生，則是選擇YouTube。三、經直線回歸分析，得知學生對網路工具的喜好順序，可以預測出學生對網路工具之看法。總結而言，本研究可以解釋網路工具應用在英語教學課程，能夠對學生的看法帶來正向的提升。教師也能根據學生的意見與心得去設計出符合學生需求的電腦輔助之課程。

關鍵字

網路工具 ； 部落格（blog） ； 維基（wiki） ； podcast ； YouTube ； Blackboard

並列摘要

This study examined how AFL graduate students perceive web-based tools (blog, wiki, podcast, YouTube and Blackboard) in an English teaching classroom at a university of technology in central Taiwan. The research contained both quantitative and qualitative elements, allowing for a triangulated approach to the study. The quantitative data was collected through questionnaires distributed to 13 AFL graduate students. Descriptive statistics, paired-samples t test and linear regression were used to analyze the data at p < .05 level. The qualitative data included three times open-ended questions and 3 students were selected for follow-up interviews. The feedbacks and responses of open-ended questions and interviews were recorded for future reference with respect to web-based tools in l an English teaching classroom.
The findings of the research are as followed. First, there were statistically significant differences in AFL graduate students’ perspective toward web-based tools (blog, wiki, podcast, YouTube and Blackboard) in an English teaching classroom after the training programs. Second, YouTube was the first priority of the five web-based tools. However, there is a difference between the students with and without teaching experiences. The participants with teaching experience favored the blog contrary to the participants without teaching experience who preferred YouTube. Finally, according to linear regression analysis, AFL graduate students’ preferences predicted the perspectives toward web-based tools. The explanatory variables (predictors) in turn were podcast, wiki, blog, Blackboard, and YouTube according to the strength of the coefficient.
According to the results, the researcher hopes to give other instructors an implication on the integration of technology and English pedagogism when they design such as class in the future.

並列關鍵字

web-based tools ； blog ； wiki ； podcast ； YouTube ； Blackboard

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